第二語(yǔ)言習(xí)得領(lǐng)域中,語(yǔ)法教學(xué)一直是研究者關(guān)注的一個(gè)焦點(diǎn)。他們討論的中心問(wèn)題是:什么使得學(xué)習(xí)語(yǔ)法結(jié)構(gòu)變得復(fù)雜?前期研究發(fā)現(xiàn),導(dǎo)致語(yǔ)法結(jié)構(gòu)學(xué)習(xí)變得困難的原因是多方面的,不僅源于學(xué)習(xí)者自身在認(rèn)知方面的語(yǔ)言能力,還來(lái)自于語(yǔ)法教學(xué)方法以及語(yǔ)法結(jié)構(gòu)自身的復(fù)雜度。到目前為止,雖然很多研究已經(jīng)探討了上述因素是如何相互作用共同決定了二語(yǔ)語(yǔ)法結(jié)構(gòu)學(xué)習(xí)的復(fù)雜性,但仍然在研究結(jié)果上沒(méi)有達(dá)到共識(shí)。因此,在總結(jié)前人研究的基礎(chǔ)上,本文試圖探究學(xué)習(xí)者的語(yǔ)言能力以及顯性和隱性教學(xué)對(duì)學(xué)習(xí)者學(xué)習(xí)簡(jiǎn)單結(jié)構(gòu)和復(fù)雜結(jié)構(gòu)的作用和影響。因此,本文所探討的研究問(wèn)題如下:1.學(xué)習(xí)者的語(yǔ)能在學(xué)習(xí)簡(jiǎn)單結(jié)構(gòu)和復(fù)雜結(jié)構(gòu)中起到了什么作用?2.英語(yǔ)教學(xué)的顯性度（顯性教學(xué)和隱性教學(xué)）在學(xué)習(xí)簡(jiǎn)單結(jié)構(gòu)和復(fù)雜結(jié)構(gòu)中起到了什么作用?兩個(gè)自然班60名來(lái)自甘肅省梅川中學(xué)的學(xué)生參與了本研究。根據(jù)實(shí)驗(yàn)設(shè)計(jì),兩個(gè)自然班分別被分為顯性組和隱性組,每個(gè)班分別30人。此次實(shí)驗(yàn)有三個(gè)研究工具,分別是語(yǔ)言能力測(cè)試,語(yǔ)法判斷任務(wù)和口語(yǔ)產(chǎn)出任務(wù)。語(yǔ)言能力測(cè)試是用來(lái)測(cè)試學(xué)習(xí)者的語(yǔ)言學(xué)習(xí)能力,學(xué)習(xí)者的顯性知識(shí)由語(yǔ)法判斷任務(wù)來(lái)測(cè)試,而隱性知識(shí)則由口語(yǔ)產(chǎn)出任務(wù)來(lái)完成。根據(jù)Hulstijn和... 

【文章來(lái)源】：西北師范大學(xué)甘肅省

【文章頁(yè)數(shù)】：87 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 The Purpose and Significance of the Research
    1.3 The Layout of the Thesis
Chapter Two Literature Review
    2.1 The Definition of language complexity in the SLA
        2.1.1 From the Developmental Perspective
        2.1.2 From the Psycholinguistic or Cognitive Perspective
        2.1.3 From the Linguistic Perspective
        2.1.4 From the Pedagogical Perspective
    2.2 Previous Studies on the Influence of Language Aptitude upon Grammar Learning
        2.2.1 The Definition of Language Aptitude
        2.2.2 The Language Aptitude Tests
    2.3 Previous Studies on the Interaction between Explicit & Implicit Instruction and Grammatical Complexity
        2.3.1 The Definition of Explicit and Implicit Instruction
        2.3.2 The Previous Study of Explicit & Implicit Instruction and Grammatical Complexity
    2.4 The Previous Studies on Relationship between Aptitude, Instruction and Grammatical Complexity
        2.4.1 The Previous Studies Abroad
        2.4.2 The Previous Studies at Home
    2.5 Summary
Chapter Three Theoretical Framework
    3.1 Skehan’s Model of Aptitude
    3.2 Schmidt’s noticing Hypothesis
    3.3 Krashen’s Acquisition-Learning and Input Hypothesis
    3.4 Summary
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Target Language Structures
    4.4 Instruments
        4.4.1 Language Aptitude Test
        4.4.2 Grammatical Judgment Tasks
        4.4.3 Oral Production Tasks
    4.5 Research Procedure
        4.5.1 Pre-Test
        4.5.2 Instructional Treatment
        4.5.3 Post-Test
    4.6 Data Collection and Analysis
        4.6.1 The Data of Language Aptitude Test
        4.6.2 The Data of Oral Production Task
        4.6.3 The Data of Grammatical Judgment Task
Chapter Five Results and Discussion
    5.1 The Results for the Effect of Language Aptitude
        5.1.1 The Results of the Complex Structure: The Passive GJT and OPT
        5.1.2 The Results of Simple Structure: The Past Progressive GJT and OPT
    5.2 The Results for the Effect of the Explicitness and Implicitness of Language Teaching
        5.2.1 The Results of the learning of complex Structure in Explicit and Implicit Instruction
        5.2.2 The Results of the learning of Past progressive in Explicit and Implicit Instruction
    5.3 General Discussion
        5.3.1 The Discussion on the Effect of Language Aptitude
        5.3.2 The Discussion on Effect of Explicitness of Language Teaching
    5.4 Summary
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Study
    6.4 Suggestions for Future Research
References
Appendixs
    Appendix I Past Progressive GJT
    Appendix II The Passive GJT
    Appendix III The Past Progressive OPT
    Appendix IV The Passive OPT
    Appendix V Teaching Plan for Explicit Class
    Appendix VI Teaching Plan for Implicit Class
Acknowledgements


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