認(rèn)知心理學(xué)的研究表明,學(xué)習(xí)本身是一個(gè)復(fù)雜的高級(jí)心理過(guò)程,任何學(xué)習(xí)都有顯性和隱性?xún)蓚�(gè)方面。外顯學(xué)習(xí)是指通過(guò)顯性手段,經(jīng)有意識(shí)的努力獲得知識(shí)的學(xué)習(xí)過(guò)程。內(nèi)隱學(xué)習(xí)是一種自動(dòng)的、不易覺(jué)察的、對(duì)復(fù)雜規(guī)律敏感的學(xué)習(xí)。語(yǔ)感,在二語(yǔ)習(xí)得過(guò)程中是至關(guān)重要的,一直是語(yǔ)言教育界普遍關(guān)注的熱點(diǎn)話(huà)題。語(yǔ)感是人基于他的直覺(jué)語(yǔ)言知識(shí)、既成觀念和感情傾向?qū)τ谘哉Z(yǔ)對(duì)象的整體直覺(jué)。盡管語(yǔ)感形成的心理機(jī)制和語(yǔ)感的心理表征方式至今仍未能得到較為全面透徹的解釋。借助于心理學(xué)研究領(lǐng)域中的外顯和內(nèi)隱學(xué)習(xí)理論,此文力圖從一個(gè)新的視角來(lái)探討這一問(wèn)題,以求對(duì)語(yǔ)感現(xiàn)象,對(duì)語(yǔ)感的形成、培養(yǎng)和發(fā)展有進(jìn)一步的認(rèn)識(shí)和把握。通過(guò)先前對(duì)于內(nèi)隱學(xué)習(xí)機(jī)制的研究我們已經(jīng)知道,語(yǔ)感的形成是一個(gè)內(nèi)隱的過(guò)程。語(yǔ)感的直覺(jué)性,整體性和內(nèi)隱學(xué)習(xí)的自動(dòng)性與無(wú)意識(shí)性等有著高度的正相關(guān)。在此基礎(chǔ)之上,本論文報(bào)告了對(duì)國(guó)內(nèi)英語(yǔ)專(zhuān)業(yè)三年級(jí)學(xué)生所作的實(shí)證性研究,通過(guò)對(duì)學(xué)生的調(diào)查,探討了外顯學(xué)習(xí)和語(yǔ)感培養(yǎng)的相關(guān)性。本論文的創(chuàng)新之處體現(xiàn)在兩個(gè)方面:首先,語(yǔ)感的形成一直被認(rèn)為是一個(gè)內(nèi)隱的過(guò)程,而語(yǔ)感的培養(yǎng)與外顯學(xué)習(xí)的相關(guān)性問(wèn)題被忽視,本論文力圖對(duì)這一問(wèn)題進(jìn)行探討以期對(duì)語(yǔ)感的培養(yǎng)和提高有新... 

【文章來(lái)源】：山東師范大學(xué)山東省

【文章頁(yè)數(shù)】：82 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
中文摘要
Introduction
Chapter One Literature Review
    1.1 The External and Internal Study on Explicit and Implicit Instruction and Learning
        1.1.1 Studies on Implicit and Explicit Learning in the Psychology Field
        1.1.2 Studies on the Benefit of Implicit and Explicit Learning
    1.2 The External and Internal Study on Language Awareness
        1.2.1 The Study of Language Awareness in China
        1.2.2 The Study of Language Awareness in Western Countries
    1.3 Summary
Chapter Two Theoretical Bases
    2.1 Definitions and Characteristics of Implicit and Explicit learning
        2.1.1 Definition of Implicit Learning
        2.1.2 Characteristics of Implicit Learning
        2.1.3 Definition of Explicit Learning
        2.1.4 Characteristics of Explicit Learning
    2.2 Implicit and Explicit Learning in Second Language Acquisition
        2.2.1 Two Important Terms in the Explicit/Implicit Field
        2.2.2 Explicit/Implicit Instruction: Noticing Hypothesis and Input Hypothesis
        2.2.3 Implicit and Explicit Grammar Instruction
    2.3 Definition of Language Awareness
    2.4 Generation of Language Awareness
    2.5 Development of Language Awareness
Chapter Three Research Methodology
    3.1 Research Questions and Hypotheses
    3.2 Subjects
    3.3 Instruments
        3.3.1 The Design of Language Awareness Test
        3.3.2 English Grammar Test
    3.4 Procedures for Data Collection
    3.5 Methods for Data Analysis
    3.6 Validity and Reliability
    3.7 The Limitations
    3.8 Results and Analysis
        3.8.1 Results from Quantitative Studies
            3.8.1.1 General Descriptive Statistics
            3.8.1.2 The Correlation between the Subjects’Language Awareness and Explicit Learning
            3.8.1.3 Independent T-Test by the High Score Group and Low Score Group
            3.8.1.4 Summary
        3.8.2 Results from Qualitative Studies
            3.8.2.1 The Results from the Sentence Error Identification and Correction
            3.8.2.2 The Results from Topic Statement
            3.8.2.3 Summary
Chapter Four Findings and Implications
    4.1 Relationship between Explicit Learning and Language Awareness
    4.2 Relationship between Implicit Learning and Language Awareness
    4.3 The Synergistic Effect between Implicit Learning and Explicit Learning in the Cultivation ○f Language Awareness
Conclusion
Bibliography
Appendix
Acknowledgements
List of Publications


【參考文獻(xiàn)】：
期刊論文
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碩士論文
[1]漢語(yǔ)兒童英語(yǔ)學(xué)習(xí)中的內(nèi)隱學(xué)習(xí)和外顯學(xué)習(xí)的關(guān)系研究[D]. 張钘銘.西北師范大學(xué) 2003



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