二语习得中显性教学和隐性教学效果的实证研究——基于高中英语学习者对简单和复杂语法结构的习得-课程与教学论专业论文.docxVIP

西北师范大学 硕士学位论文 二语习得中显性教学和隐性教学效果的实证研究——基于高中 英语学习者对简单和复杂语法结构的习得 姓名：强臻 申请学位级别：硕士 专业：课程与教学论 指导教师：凌茜 2009-05-23 Abstract The objective of this study is to investigate, within the actual second language classroom, how and to what extent the effects conducted by the language learners at three different levels of proficiency acquire the two grammatical structures via the explicit instruction and implicit instruction. And intend to examine whether or not the effect remains in the long term, especially for these senior high school EFL (English as a Foreign Language) learners in China. The design itself is a factorial experimental study with three main factors: 1) teaching approach (explicit vs. implicit instruction); 2) English proficiency (high, mid and low), 3) task complexity (simple vs. complex). This long procedure consisted of three months owing to the two grammatical structures, i.e. the simple structure (subject-verb agreement) and complex structure (relative clause). The subjects were from three senior high schools of 236 students. These subjects received treatment from the 6th October, 2008 to the 25th December. The post-test was carried on the 26th, 29th, and 30th for the different English proficiency level subjects. In other words, the explicit and implicit classes of three English proficiency levels, both received the treatments over the six weeks from the same teacher, following the textbook syllabus, the explicit and implicit instructions employed on the subject-verb agreement. Hereafter the subjects learned the complex structure-relative clause- under the same condition, which was to exploit the explicit and implicit instructions. It also lasted six weeks. Further, in order to investigate the durability of the effect of explicit and implicit instructions, delayed-post-test was given at the 17th, March 2009.The subjects did not receive further instruction focused on the structures between the post-test and delayed-post-test, for the Spring Festival. Analysis in