外語學(xué)習(xí)中的‘虛’與‘實(shí)’.ppt

外語學(xué)習(xí)中的 虛 與 實(shí),陳文存 西華師范大學(xué)外國語學(xué)院,Whats English for “虛”and “實(shí)”？,Void, empty, in vain, false, weak, abstrct, humble, timid, false, modest？ Invisible, without forms, intangible, non-physical Visible, with forms, tangible, physical,1.學(xué)習(xí)內(nèi)容的虛與實(shí),實(shí)，有形的（Explicit knowledge） 讀音規(guī)則（大部分）、拼寫規(guī)則、單詞、短語及其用法、語法規(guī)則、修辭手段（但何時(shí)用，什么場合用很難用語言講清楚）、基本篇章結(jié)構(gòu)、銜接手段、部分文化知識(shí)、各學(xué)科知識(shí)。 Anything that makes learners aware of rules is explicit. To know about language,虛，無形的（Implicit knowledge & language communicative competence）,地道的語音語調(diào)、地道得體的表達(dá)、目的語交際策略、語言風(fēng)格、言語技能、跨文化交際能力、文化敏感性、意識(shí)理念、人文素養(yǎng)、非語言交際、語言思維 、價(jià)值觀等。 語感 To know of language & culture,Implicit and explicit knowledge,Explicit knowledge is knowledge about the L2. It can be broken down into analysed knowledge and metalanguage. Implicit knowledge is knowledge of language. It is typically manifested in some form of naturally occurring language behaviour and cannot easily be accessed separately from this behaviour. It is unanalysed in the sense that language users are not aware of the knowledge they hold.,Declarative & procedural knowledge,Anderson (1983) distinguished between declarative and procedural knowledge, suggesting that knowledge is gradually restructured from one form of representation to another. Declarative knowledge is explicit and encyclopedic in nature. (knowing that) Declarative knowledge of language involves both knowledge of abstract rules and knowledge of fragments and exemplars. Procedural knowledge is highly automated. This type of knowledge results when the learner gains greater control over the fragments and exemplars and also restructures declarative knowledge of rules into if-then productions of increasing delicacy. (knowing how) Implicit knowledge involves automatic processing; explicit knowledge entails controlled processing.,Key characteristics of implicit and explicit knowledge Characteristics Implicit knowledge Explicit knowledge Awareness Intuitive awareness of Conscious awareness of linguistic norms linguistic norms Type of knowledge Procedural knowledge of Declarative knowledge of rules and fragments grammatical rules and fragments Systematicity Variable but systematic Anomalous and inconsistent knowledge knowledge Accessibility Access to knowledge Access to knowledge by by means of automatic means of controlled processing processing Use of L2 knowledge Access to knowledge during Access to knowledge during fluent performance planning difficulty Self-report Nonverbalizable Verbalizable Learnability Potentially only within critical period Any age,Explicit learning explicit knowledge The result of implicit learning is implicit knowledge in the form of abstract (but possibly instantiated) representations rather than verbatim or aggregate representations.,Can implicit knowledge be turned into explicit knowledge?,Three views: (1) Noninterface position: Krashen in his Monitor Model emphasizes that explicit knowledge of certain rules does not add anything to the acquired knowledge of a language rather it creates a monitor to notice and correct errors in ones output. Explicit knowledge is strictly separated from implicit knowledge and far from assisting it, even has a contaminating effect or at best there is no interference. Thus explicit knowledge cannot finally be turned into implicit knowledge. It has to be accumulated bit by bit from learning and parsing chunks of language.,(2) A strong interface position,Bialystok proposes that there is an interface between explicit and implicit knowledge and there are two types of output: spontaneous-immediate and deliberate-delayed. In her two-dimensional model she supposes that the ideal way is to move from metalinguistic knowledge (highly analyzed and controlled) towards linguistic knowledge (not analyzed and not controlled). She suggests that progressing from explicit to implicit knowledge is possible and desirable.,(3) A weak interface position,According to R. Ellis the interaction is possible, however, it has a more subtle effect in enhancing performance. Explicit knowledge is an aid in monitoring and in noticing (either errors or lack of knowledge) but cannot in itself contribute to smooth performance.,2.學(xué)習(xí)方式的虛與實(shí),實(shí)顯性學(xué)習(xí)：（主動(dòng)）課堂學(xué)習(xí)和課外學(xué) explicit learning 習(xí)。含聽、看、讀、記、寫 背等。 虛隱性學(xué)習(xí)：（被動(dòng)）通過語言活動(dòng)不經(jīng) implicit learning 意獲得。 感悟（被動(dòng)+主動(dòng)）,Explicit vs. Implicit Learning,Explicit learning is a “conscious awareness and intention” to learn. In addition, explicit learning involves “input processing to find out whether the input information contains regularities, and if so, to work out the concepts and rules with which these regularities can be captured”. Explicit learning is an active process where students seek out the structure of information that is presented to them.,Implicit learning is “l(fā)earning without conscious attention or awareness”. In addition, implicit learning occurs “without intention to learn and without awareness of what has been learned” . Implicit learning a passive process, where students are exposed to information, and acquire knowledge of that information simply through that exposure. “Learning without awareness of what is being learnt” . Learning complex information without complete verbalizable knowledge of what is learned.,Main characteristics of implicit and explicit learning,Implicit learning Explicit learning passive active non-conscious conscious or available to consciousness automatic controlled fast slow non-selective mode selective learning mode parallel-holistic information sequential-analytic information processing processing without metacognitive with metacognitive awareness of awareness of the the products of learning products of learning,The nature of learning is implicit!,The general definition of learning: “A relatively permanent change in response potentiality which occurs as a result of reinforced practice” . More “Aquiring”,How can implicit learning take place?,Only more learning experience can lead to implicit learning. Most knowledge is implicit knowledge ; most learning is implicit; the vast majority of our cognitive processing is unconscious. The key to implicit language knowledge is enough exposure.,Explicit instruction enhances implicit learning. If you know what you do, you do it better.,3. 外語學(xué)習(xí)中的一些關(guān)系,（1）語感與語言知識(shí) Language sense/intuition: A feeling for what is linguistically effective or appropriate.,語感是憑個(gè)人的本能對某個(gè)語言表達(dá)的好壞，其中包括語言表達(dá)是否得體、到位、貼切、簡練、正確，甚至還包括怎么表達(dá)才更好、怎么修改一個(gè)欠妥的甚至是錯(cuò)誤的表達(dá)等的判斷和感覺。 其最大特征就是“非自覺”、“非思維”。語感是語言應(yīng)用能力的重要標(biāo)志。語感與聽、說、讀、寫能力的結(jié)合才能真正體現(xiàn)一個(gè)人的語言能力。,語感的突出特征是快速感受，將復(fù)雜的心理感悟濃縮于一瞬間，頗類似于高集成電路，從表面看已消失了條分縷析的中間步驟。但語感并不是不可捉摸的虛無飄渺的東西，也不主要是天生的資質(zhì)，是靠長期反復(fù)實(shí)踐得來的。任其自然，在長期接觸語言材料的過程中潛移默化，語感也會(huì)提高；而有意識(shí)地加強(qiáng)科學(xué)的訓(xùn)練，能促使語感的進(jìn)一步形成。,語感與語言知識(shí)的關(guān)系,在真實(shí)的言語實(shí)踐中，人們主要是靠語感來產(chǎn)生言語、理解言語的?？上攵绻柯?、說一句話都要符合所用詞語的理性含義和范疇，以及有關(guān)的句法規(guī)則，別說中、小學(xué)生，就是語言學(xué)家恐怕都沒法開口說話，并與人正常交流了。從這個(gè)意義上，我們可以說，語感的形成是英語學(xué)習(xí)的主要目標(biāo)。,語言知識(shí)在語感形成過程中的作用,語感不過是人對客觀刺激物的主觀感受能力而已。其刺激物必然是內(nèi)容賴以存在的物質(zhì)的言語形式。言語形式直接訴諸人們的感覺、知覺，離開具體的言語形式，語感也就成了無源之水、無本之木。 語感有好壞、高下、強(qiáng)弱甚至正確與錯(cuò)誤之分，而分水嶺就是理性的語言知識(shí)。沒有語言知識(shí)參與的一味的語感訓(xùn)練，學(xué)生的言語能力就可能一直停留在純感性的模糊狀態(tài)和低級(jí)的經(jīng)驗(yàn)水平上。,（2）文化知識(shí)與跨文化交際能力,在理解跨文化交際能力的時(shí)候,如果人們只強(qiáng)調(diào)文化既有的、外顯的、客觀的和組織的一面,教學(xué)中則傾向于突出跨文化能力中的“知識(shí)”向度,在考慮教學(xué)內(nèi)容和方法時(shí)則傾向于傳授既有的文化事實(shí),如目的語民族的歷史發(fā)展、社會(huì)制度、一般習(xí)俗、禮儀、禁忌等。這種文化教學(xué)從總體上看是直接的、外顯的和由外部施加的,甚至是可以獨(dú)立或相對獨(dú)立于語言教學(xué)的。,令人深思的是,在外語學(xué)習(xí)者經(jīng)直接傳授獲得了有關(guān)文化的客觀知識(shí)后,當(dāng)他面臨具體的跨文化交際情境時(shí),那些概括化、刻板化( sterotyped) 了的文化特征、行為規(guī)范等往往并不能保證他交際的成功。顯然,真實(shí)的跨文化情境要比這些刻板知識(shí)復(fù)雜微妙得多。,Breen 它既是遵守規(guī)范的活動(dòng),又是創(chuàng)造規(guī)范的過程”,這就意味著人們在跨文化交際情境中要