语言学能和教学法对二语语法习得的影响研究  

作　　者：李瑾瑜[1] 

机构地区：[1]湖南农业大学东方科技学院,湖南长沙410125

出　　处：《现代英语》2022年第14期111-114,共4页Modern English

基　　金：湖南省哲学社会科学基金项目部分研究成果之一《语言学能与教学法对二语习得的交互影响研究》项目编号:18WLH20。

摘　　要：文章运用实验法调查了某学院大学新生的语言学能和显、隐性教学法对其习得英语定语从句的影响。研究发现,在听力、阅读、写作三项测试中,具备明确语法规则讲解的显性教学的教学效果总体优于不具备规则讲解的隐性教学。在隐性教学组中,语言学能尤其是语言分析能力与学生的测试成绩,特别是写作成绩密切相关。在显性教学组中语言学能与学生的测试成绩几乎无关,或者说显性教学可以抵消语言学能带来的学习差异。This paper uses the experimental method to investigate the influence of the linguistics ability and the implicit teaching method of the college freshmen.It is found that in the three tests of listening,reading and writing,the teaching effect of the explicit teaching with clear grammar rules is generally better than the implicit teaching without the rules.In the hidden teaching group,linguistics ability,especially language analysis ability,is closely related to students’test performance,especially their writing performance.In the dominant teaching group,the linguistics ability is almost irrelevant to the students’test performance,or the explicit teaching can offset the learning difference that the linguistics can bring.

关 键 词：语言学能 显性教学法 隐性教学法 二语习得 

分 类 号：H319[语言文字—英语]