近年來(lái),二語(yǔ)習(xí)得研究不斷發(fā)展,英語(yǔ)教學(xué)法也在不斷改革,顯性與隱性教學(xué)逐漸成為二語(yǔ)習(xí)得的熱點(diǎn)問(wèn)題之一。國(guó)內(nèi)外已有大量研究對(duì)這兩種教學(xué)方法進(jìn)行了探討,但大多集中于詞匯、語(yǔ)法、語(yǔ)用等方面,對(duì)于詞塊的研究相對(duì)來(lái)說(shuō)還是比較缺乏。因此,本研究選取詞塊作為目標(biāo)語(yǔ)言形式探討了顯性和隱性教學(xué)方式對(duì)非英語(yǔ)專業(yè)大學(xué)生英語(yǔ)詞塊習(xí)得的影響。研究選取了湖南某大學(xué)60名會(huì)計(jì)專業(yè)大二的學(xué)生作為實(shí)驗(yàn)對(duì)象并將其隨機(jī)分為兩個(gè)班,一個(gè)班實(shí)施顯性教學(xué),而另一班實(shí)施隱性教學(xué)。研究問(wèn)題有:(1)顯性教學(xué)和隱性教學(xué)是否都能促進(jìn)學(xué)生的英語(yǔ)詞塊學(xué)習(xí)?如果能,那么能持續(xù)多長(zhǎng)時(shí)間?(2)顯性教學(xué)和隱性教學(xué)哪一種更有利于學(xué)生習(xí)得英語(yǔ)詞塊?(3)學(xué)習(xí)者對(duì)顯性教學(xué)和隱性教學(xué)分別持什么態(tài)度?實(shí)驗(yàn)期間,對(duì)顯性組和隱性組分別以顯性教學(xué)法和隱性教學(xué)法實(shí)施了為期2周的目標(biāo)英語(yǔ)詞塊教學(xué)。教學(xué)結(jié)束后,分別對(duì)兩組實(shí)施了即時(shí)后測(cè)和延時(shí)后測(cè)來(lái)檢驗(yàn)兩種不同教學(xué)方式的即時(shí)效果和延時(shí)效果,并以調(diào)查問(wèn)卷的形式探討了學(xué)習(xí)者對(duì)于這兩種教學(xué)方式的態(tài)度。研究結(jié)果顯示:(1)顯性教學(xué)在即時(shí)測(cè)試中能夠顯著提高非英語(yǔ)專業(yè)大學(xué)生的詞塊學(xué)習(xí)效果,而隱性教學(xué)沒(méi)有表現(xiàn)出突出的作用;(2)在延時(shí)測(cè)... 

【文章來(lái)源】：湘潭大學(xué)湖南省

【文章頁(yè)數(shù)】：79 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Introduction
    Research Background
    Objectives and Significance of the Project
    Organization of this Thesis
Chapter One Literature Review
    1.1 The Explicit/ Implicit Dichotomy
        1.1.1 Explicit and Implicit Knowledge
        1.1.2 Explicit and Implicit Learning
        1.1.3 Explicit and Implicit Instruction
    1.2 Empirical Studies on Explicit and Implicit Instruction
        1.2.1 Laboratory Studies
        1.2.2 Classroom Studies
    1.3 Empirical Studies on the Acquisition of Lexical Chunks
Chapter Two Theoretical Framework
    2.1 The Input Hypothesis
    2.2 The Noticing Hypothesis
    2.3 The Theory about Zone of Proximal Development
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Materials
    3.4 Instruments
        3.4.1 Pretest
        3.4.2 Post-tests
        3.4.3 Exit Survey
    3.5 Procedure
    3.6 Data Analysis
Chapter four Results and Discussion
    4.1 Overall Effect of Instruction on the Learning of Lexical Chunks
        4.1.1 Constant Performance of the Implicit Group
        4.1.2 Improved Performance of the Explicit Group
    4.2 Differential Effects of Implicit and Explicit Instruction on the Learning of lexical chunks
        4.2.1 Nonsignificant Differences Between the Implicit Group and Explicit Group in the Pretest
        4.2.2 Significant Differences Between the Implicit Group and Explicit Group in the Immediate Post-test
        4.2.3 Nonsignificant Differences Between the Implicit Group and Explicit Group in the Delayed Post-test
    4.3 Results of the Exit Survey
        4.3.1 Learner’s Attitude toward Implicit and Explicit Instruction
        4.3.2 Learner’s Suggestion for Integration of Implicit Instruction and Explicit Instruction
Conclusion
    Major findings
    Implications of the Research
    Limitations of the Research
    Suggestions for Future Research
Works Cited
Acknowledgements
Appendix A:Teaching Material
Appendix B:Three Tests
Appendix C:Exit Survey
Informative Abstract in Chinese
Résuméand Publications since Entering the Postgraduate


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