外语学习中的‘虚’与‘实’.ppt

外语学习中的 虚 与 实,陈文存 西华师范大学外国语学院,Whats English for “虚”and “实”？,Void, empty, in vain, false, weak, abstrct, humble, timid, false, modest？ Invisible, without forms, intangible, non-physical Visible, with forms, tangible, physical,1.学习内容的虚与实,实，有形的（Explicit knowledge） 读音规则（大部分）、拼写规则、单词、短语及其用法、语法规则、修辞手段（但何时用，什么场合用很难用语言讲清楚）、基本篇章结构、衔接手段、部分文化知识、各学科知识。 Anything that makes learners aware of rules is explicit. To know about language,虛，无形的（Implicit knowledge & language communicative competence）,地道的语音语调、地道得体的表达、目的语交际策略、语言风格、言语技能、跨文化交际能力、文化敏感性、意识理念、人文素养、非语言交际、语言思维 、价值观等。 语感 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.学习方式的虚与实,实显性学习：（主动）课堂学习和课外学 explicit learning 习。含听、看、读、记、写 背等。 虚隐性学习：（被动）通过语言活动不经 implicit learning 意获得。 感悟（被动+主动）,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 “learning 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. 外语学习中的一些关系,（1）语感与语言知识 Language sense/intuition: A feeling for what is linguistically effective or appropriate.,语感是凭个人的本能对某个语言表达的好坏，其中包括语言表达是否得体、到位、贴切、简练、正确，甚至还包括怎么表达才更好、怎么修改一个欠妥的甚至是错误的表达等的判断和感觉。 其最大特征就是“非自觉”、“非思维”。语感是语言应用能力的重要标志。语感与听、说、读、写能力的结合才能真正体现一个人的语言能力。,语感的突出特征是快速感受，将复杂的心理感悟浓缩于一瞬间，颇类似于高集成电路，从表面看已消失了条分缕析的中间步骤。但语感并不是不可捉摸的虚无飘渺的东西，也不主要是天生的资质，是靠长期反复实践得来的。任其自然，在长期接触语言材料的过程中潜移默化，语感也会提高；而有意识地加强科学的训练，能促使语感的进一步形成。,语感与语言知识的关系,在真实的言语实践中，人们主要是靠语感来产生言语、理解言语的。可想而知，如果每听、说一句话都要符合所用词语的理性含义和范畴，以及有关的句法规则，别说中、小学生，就是语言学家恐怕都没法开口说话，并与人正常交流了。从这个意义上，我们可以说，语感的形成是英语学习的主要目标。,语言知识在语感形成过程中的作用,语感不过是人对客观刺激物的主观感受能力而已。其刺激物必然是内容赖以存在的物质的言语形式。言语形式直接诉诸人们的感觉、知觉，离开具体的言语形式，语感也就成了无源之水、无本之木。 语感有好坏、高下、强弱甚至正确与错误之分，而分水岭就是理性的语言知识。没有语言知识参与的一味的语感训练，学生的言语能力就可能一直停留在纯感性的模糊状态和低级的经验水平上。,（2）文化知识与跨文化交际能力,在理解跨文化交际能力的时候,如果人们只强调文化既有的、外显的、客观的和组织的一面,教学中则倾向于突出跨文化能力中的“知识”向度,在考虑教学内容和方法时则倾向于传授既有的文化事实,如目的语民族的历史发展、社会制度、一般习俗、礼仪、禁忌等。这种文化教学从总体上看是直接的、外显的和由外部施加的,甚至是可以独立或相对独立于语言教学的。,令人深思的是,在外语学习者经直接传授获得了有关文化的客观知识后,当他面临具体的跨文化交际情境时,那些概括化、刻板化( sterotyped) 了的文化特征、行为规范等往往并不能保证他交际的成功。显然,真实的跨文化情境要比这些刻板知识复杂微妙得多。,Breen 它既是遵守规范的活动,又是创造规范的过程”,这就意味着人们在跨文化交际情境中要