从显性/隐性知识的关系嬗变看二语语法教学的作用

在SLA领域,研究者们从多个视角审视了显性/隐性语法知识的关系,并通过大量实证研究,多维度地观察显性语法知识在SLA发展过程中的价值。结果表明：两种知识的关系逐步从无接口发展为有接口,从对立关系发展为协同关系;显性语法知识在一定程度上可促进隐性知识的发展。语法教学应着重考虑显性语法知识如何有效转化为隐性知识以及以何种方式促成隐性知识的习得,从而取得语法教学应有的效果。

Viewing the Role of Grammar Instruction in SLA from the Changing Relation Between Explicit and Implicit Knowledge

In the field of SLA, researchers studied their relations from different angles, and probed into the value of explicit grammatical knowledge in the development of implicit knowledge from various dimensions, and the results show that the relation between the two types of knowledge have changed from non-interface to interface, from contradiction to coordination. The explicit knowledge can, to some extent, promote the development of implicit knowledge. Grmmatical instruction should take into consideration whether and how explicit knowledge can be transformed into implicit knowledge, so as to improve the effects of explicit grammatical instuction.