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在论述语言教学的文献中和论述更为狭义的语言学习情境的文献中,“明晰知识”和“隐含知识”概念以各种不同的表述形式出现。一般说来,明晰知识指对目标语结构性质的的意识分析理解;隐含知识指对目标语中什么是正确和可接受的东西之直觉(Bi-alystok,1978)。我们将在本文后面部分谈到,这种两分法需作很大修正,不过它仍可用来大体说明学习一种新语言过程的不同结果。学习一种新语言要达到的最终目标是不加思索地自然使用该语言,这是没有争议的。当然,如何达到这一目标争议很大。有些语言学习研究思潮认为,促进对语言结构有意识理解充其量是一种摆设,不会对达
In the literature dealing with language teaching and the narrative narrative narrower language learning contexts, the concepts of “clear knowledge” and “implicit knowledge” appear in various forms. In general, clear knowledge refers to the conscious analysis of the nature of the structure of the target language; implicit knowledge refers to the intuition of what is correct and acceptable in the target language (Bi-alystok, 1978). As we will discuss later in this article, this dichotomy needs a lot of revisions, but it can still be used to outline the different outcomes of learning a new language. It is uncontroversial that the ultimate goal of learning a new language is to use the language without any thought of it. Of course, there is much controversy about how to achieve this goal. Some thinking of language learning research suggests that it is a good idea to promote a conscious understanding of the language structure at best,