認(rèn)知心理學(xué)的研究表明,學(xué)習(xí)本身是一個復(fù)雜的高級心理過程,任何學(xué)習(xí)都有顯性和隱性兩個方面。外顯學(xué)習(xí)是指通過顯性手段,經(jīng)有意識的努力獲得知識的學(xué)習(xí)過程。內(nèi)隱學(xué)習(xí)是一種自動的、不易覺察的、對復(fù)雜規(guī)律敏感的學(xué)習(xí)。語感,在二語習(xí)得過程中是至關(guān)重要的,一直是語言教育界普遍關(guān)注的熱點(diǎn)話題。語感是人基于他的直覺語言知識、既成觀念和感情傾向?qū)τ谘哉Z對象的整體直覺。盡管語感形成的心理機(jī)制和語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,此文力圖從一個新的視角來探討這一問題,以求對語感現(xiàn)象,對語感的形成、培養(yǎng)和發(fā)展有進(jìn)一步的認(rèn)識和把握。通過先前對于內(nèi)隱學(xué)習(xí)機(jī)制的研究我們已經(jīng)知道,語感的形成是一個內(nèi)隱的過程。語感的直覺性,整體性和內(nèi)隱學(xué)習(xí)的自動性與無意識性等有著高度的正相關(guān)。在此基礎(chǔ)之上,本論文報(bào)告了對國內(nèi)英語專業(yè)三年級學(xué)生所作的實(shí)證性研究,通過對學(xué)生的調(diào)查,探討了外顯學(xué)習(xí)和語感培養(yǎng)的相關(guān)性。本論文的創(chuàng)新之處體現(xiàn)在兩個方面:首先,語感的形成一直被認(rèn)為是一個內(nèi)隱的過程,而語感的培養(yǎng)與外顯學(xué)習(xí)的相關(guān)性問題被忽視,本論文力圖對這一問題進(jìn)行探討以期對語感的培養(yǎng)和提高有新... 

【文章來源】：山東師范大學(xué)山東省

【文章頁數(shù)】：82 頁

【學(xué)位級別】：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]漢語兒童英語學(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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