默会知识理论与第二语言教学  

Implicit knowledge theory and second language teaching

作　　者：陈晨[1] 李秋杨[2] 

机构地区：[1]中央民族大学语言文学系,北京100081 [2]湘潭大学外国语学院,湖南湘潭411105

出　　处：《教学研究》2008年第1期52-54,61,共4页Research in Teaching

基　　金：湖南省教育厅资助科研项目(编号:06C854)

摘　　要：默会知识理论是上世纪七十年代兴起于西方理论界的一种知识论、认识论。文章概述了默会知识理论的基本观点,并把默会知识理论引入第二语言教学领域,讨论语言知识、言语知识、语言能力与默会知识的关系,探讨该理论对第二语言教学的实践意义:第二语言的传授者和学习者都应该高度重视默会知识;默会认识和外显指导协同作用,正确处理语言知识和语言能力的关系;凸显第二语言教学中的"认识者"。The theory of implicit knowledge is a type of theory of knowledge and epistemology origins from the west in 1970s. This paper generalizes the basic views of tacit knowledge theory and introduces this theory into the area of second language teach- ing. It analyzes the relationship between language knowledge, speech knowledge, language competence and implicit knowledge. In addition, the paper also explores the practical significance of implicit knowledge on second language teaching, namely, first, the second language teachers and learners will both highlight the theory; second, implicit knowledge and explicit direction will cooperate to deal with the relationship between language knowledge and language competence; and third, demonstrate the ＂knower＂ in second language teaching.

关 键 词：默会知识 语言能力 第二语言教学 

分 类 号：H319.3[语言文字—英语]