| 论显性教学与隐性教学对习语学习的影响 |
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| 引用本文： | 赵以.论显性教学与隐性教学对习语学习的影响[J].和田师范专科学校学报,2009,28(2):161-163. |
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| 作者姓名： | 赵以 |
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| 作者单位： | 集美大学外国语学院,福建厦门,361021 |
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| 摘 要： | 本文以隐喻习语为研究对象探讨以不同语言输入方武为主要特征的显性法与隐性法对习语学习的影响。调查结果显示，两种方法均能促进目标知识学习，但接受显性法教学的受试在教学实验即时后测和四周后的延迟后测中平均成绩显著高于隐性法，其四周内成绩递减率相对较低。这说明课堂语言教学有积极作用，其中显性法由于更好地引起受试者对目标知识特征等的注意具有更好的教学即时效应和延迟效应，但教学作用有限，受试者无法仅靠语言教学获得全部语言知识。
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| 关 键 词： | 显性法 隐性法 习语 即时效应 延迟效应 |
Effects of Explicit and Implicit Instructions on Idiom Learning |
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| Abstract: | The article focuses on effects of different teaching strategies, namely explicit and implicit instructions, on figurative idiom learning. Research results indicate a positive teaching effect of the two instruction strategies while the explicit method enjoys a better immediate teaching effect as wall as a feat-week long delayed effect with a significantly lower percentage of decline. These results favor the explicit method on target idiom teaching since it does better in arousing L2 learners＇ consciousness towards target language features, etc. However, both the teaching effects are limited to some extent since neithes could be adequate for a complete target knowledge construction. |
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| Keywords: | explicit instruction implicit instruction idiom immediate effect delayed effect |
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