第七讲expilict learning and implicit learning.ppt

2.3.2 Learning efficiency Researchers Research items results Doughty (1991); 高海英、戴曼纯 2004） English (L2/FL) relative clause Explicit grammar has better results N. Ellis (1993) Welsh (FL) consonant pronunciation Explicit learning (explicit rule explanation + examples) has the best results Michas Berry (1994) Pronunciation of Greek (FL) words Explicit rule teaching has better results than simple presentation of words and their pronunciation Rosa O’Neil (1999) Subjunctive mood in Spanish The results are related to learners awareness Norris Ortega (2000) Review on 25 experiments Explicit teaching is more effective than implicit teaching. Some researches: Learning efficiency is influenced by multi-factors: learning subject （主体）, object（客体）, process（过程）. There are interactive effects among those factors. Features of subjects Implicit learning often occurs in critical periods, explicit learning occurs more in adults. Interactive effects between age and learning environment: children have better learning effects than adult in natural linguistic environment; adults have better effects than children in classroom learning. Interactive effects between age, learners linguistic analytical ability and learning environment: achievements of children do not correspond with their linguistic analytical ability. b. Features of objects The effects of explicit teaching vary by the difficulty of learning objects (rules). The difficulty of rules The effects of explicit teaching Very easy Unnecessary Easy Can accelerate the explicit learning process Medium Can maximize the final effect Hard Can enhance learners’ awareness and strengthen the later implicit learning Very hard uneffective c. Features of learning process Learning effects are influenced by the frequency of the objects and learning time. Implicit learning is influenced more by the frequency of objects’ occurrence than explicit learning; Longer time can achieve better effects by implicit learning 2.3.3 interface Is there inte