儿童英语句法学习中内隐学习和外显学习的关系  

A Research on the Interrelation between the Implicit Learning and Explicit Learning in Chinese Children's English Syntax Learning

作　　者：张钘铭[1] 周爱保[2] 张长英[3] 陶沙[4] 

机构地区：[1]福建中医学院公共管理系,福州350108 [2]西北师范大学心理学系,兰州730070 [3]江苏技术师范学院教育学院,常州213001 [4]认知科学与学习教育部重点实验室,北京100875

出　　处：《心理科学》2006年第6期1364-1369,共6页Journal of Psychological Science

基　　金：国家攀登计划项目(95-专-09)

摘　　要：本文以内隐学习理论为基础,采用强分离程序,分别选取有、无英语学习经验的被试,从句法学习方面探讨了儿童英语学习过程中内隐学习和外显学习的作用及关系,结果表明:(1)单纯的内隐学习方式或单纯的外显学习方式都不利于对句法规则的掌握;(2)两种学习方式的协同效应发挥着重要的作用,先外显学习后内隐学习的学习方式有助于句法规则的掌握;(3)内隐学习、先内隐学习后外显学习的学习方式不适用于较简单句法规则的学习;内隐学习也不适用于难度较高的句法规则的学习。Based on the theory of implicit learning and employing match-edit task manipulation to elicit implicit learning or explicit learning respectively ,the research explored the role of implicit learning and explicit learning as well as their interrelation with English syntax learning. The conclusions reached are as follows： （1） Implicit learning and explicit learning were both inadequate for learning English syntax. （2） A synergistic learning effect occurred when both implicit and explicit learning were used. Explicit learning following implicit learning was sufficient for English syntax. （3） Implicit learning was insufficient for learning English syntax, no matter how hard it was.

关 键 词：儿童 英语句法 内隐学习 外显学习 协同效应 

分 类 号：B842.3[哲学宗教—基础心理学]