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Implicit knowledge,explicit knowledge and Interactive High School English Instruction

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读与写(教育教学刊) 2007年第5期4卷 1-3页

作者：高怀勇四川农业大学外语系四川雅安6251014

This article,first introduces the terms of implicit knowledge(IK),explicit knowledge(EK) and their distinctions in the process of English language learning,then advocates interactive English instruction in high schools,aiming at improving the learners’ communicative *** provides an instruction design,which lays emphasis on the conversion of the EK into IK by practicing the former orally so as to interactively internalize the latter,thus,facilitating the learners’ language communicative competence.

关键词： Implicit knowledge explicit knowledge Interactive instruction Communicative competence

The Effects of Recasts and Working Memory on the Development of Implicit and explicit knowledge

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Chinese Journal of Applied Linguistics 2016年第1期39卷 3-25,132页

作者： Jieun AHN Youngkyu KIM 密歇根州立大学美国梨花女子大学韩国

This paper aims to investigate the effects of recasts and working memory on the acquisition of Korean morphological causatives by advanced Chinese learners of Korean. Participants were randomly assigned to two groups： A experimental group and a control group. The experimental group received intensive recasts during task-based interaction, whereas the control group did not. The effects of recasts were measured by two types of tests： An elicited imitation test, as a measure of implicit knowledge, and an untimed grammaticality judgment test, as a measure of explicit knowledge. The findings are as follows. First, from the pretest to the delayed posttest, recasts facilitated the learners＇ acquisition of causative construction by developing both their implicit and explicit knowledge. Second, the results of delayed posttests showed that recasts were more effective in aiding the development of implicit knowledge than explicit knowledge. Third, working memory was found to be a significant covariate in the facilitative effects of recasts on explicit knowledge; that is, it mediated the development of explicit knowledge via recasts as a significant individual difference factor. The effects of recasts were maintained even when the impact of working memory was controlled. （189 words）

关键词： corrective feedback recasts working memory implicit knowledge explicit knowledge Korean as a second language Chinese learners of Korean

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How to assess students' explicit and implicit knowledge

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校园英语 2015年第32期 7-7页

作者：韩森宇天津外国语大学研究生院

Evidences suggest that language aptitude is involved in the development of explicit as well as implicit *** of implicit knowledge ask students to rely on feel or intuition,rather than on linguistic *** on previous researches,this paper is to explore ways to assess students’implicit knowledge,and which aspects should be improved in the existing grammar tests.

关键词： explicit knowledge implicit knowledge oral imitation test

Lexical Bundles and Implicit Lexical knowledge

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Sino-US English Teaching 2015年第3期12卷 213-219页

作者： GAO Hai-long China Youth University of Political Studies Beijing China

In recent years, there have been emergent interests in L2 learners＇ implicit lexical knowledge. Researchers employed psycholinguistic methods to investigate the online processing of formulaic sequences in L2 （idioms and collocations） and find evidence for holistic processing of the target linguistic sequences. This paper reviews and comments on lexical bundles and related concepts, trying to make clear this well focused research area in second language acquisition （SLA）. Literature is reviewed and criticized on frequency effect in L2 learning, formulaic sequences, and implicit/explicit knowledge/learning, including their theoretical basis, methodology, and conclusion. In this paper, the author argues that sufficient practice, either receptive or productive, can turn explicit knowledge implicit, making it automatically accessed and retrieved. Suggestions on further study in lexical bundles are given.

关键词： lexical bundles implicit knowledge explicit knowledge

Effects of Written Corrective Feedback on College EFL Students’Writing Accuracy and Linguistic knowledge Acquisition

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Chinese Journal of Applied Linguistics 2022年第3期45卷 445-461,486页

作者： Haiyang SUN Wenbo QI University of Chinese Academy of Sciences Fengtai School of the High School Affiliated to Renmin University of China

Set at the interface between second language acquisition and second language writing,this study examines how different types of written corrective feedback(WCF)influence the writing accuracy of Chinese college students learning English as a Foreign Language(EFL)and whether WCF facilitates the students’grasp of the focused linguistic *** participants(n=60)were divided into direct correction group(n=20),indirect error-coding group(n=20)and metalinguistic explanation group(n=20).The three groups wrote four essays in two months and received WCF for the first three essays on the five targeted error types,namely tense errors,confusion of different forms of a word,word(articles,prepositions,etc.)missing,errors in subjectverb agreement and inappropriate verb-noun *** results show that all three types of WCF improved students’writing accuracy but none of them had any statistical advantage,and the metalinguistic WCF was more effective than the other two forms in facilitating the acquisition of the targeted linguistic *** results shed some light on teaching and consolidation of language points through writing in EFL contexts.

关键词： written corrective feedback feedback for accuracy feedback for acquisition writing accuracy explicit knowledge

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Implicit knowledge and Graphics Teaching

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Implicit Knowledge and Graphics Teaching

第六届中日图学教育研讨会

作者： ZHANG Danfeng LI leyuanNaval Aeronautical Engineering Academy Qingdao Branch Qingdao ChinaThe Air Force College of Engineering Xi’an China

＜正＞ Simply introduce the features of implicit knowledge as a kind of knowledge, and analysis the effects to graphics teaching.

关键词： implicit knowledge explicit knowledge graphics teaching intersection lines

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教师个人知识的内涵、构成与发展

教育学 2017年第11期 101-106页

作者：刘永凤

教师个人知识实质性地主导着教师的教育教学实践，是教师专业发展的根基。教师的个人知识有其特定的内涵，包括群体性显性知识、群体性隐性知识、个体性显性知识、个体性隐性知识四大构成要素。而教师个人知识要素之间相互影响，彼此联... 详细信息

教师个人知识实质性地主导着教师的教育教学实践，是教师专业发展的根基。教师的个人知识有其特定的内涵，包括群体性显性知识、群体性隐性知识、个体性显性知识、个体性隐性知识四大构成要素。而教师个人知识要素之间相互影响，彼此联系，并以“视界融合”的机制，通过联合化、内在化、外在化、社会化四种方式不断生成、转化和发展，从而整体提升教师个人知识的品质与成效。

关键词：教师个人知识显性知识隐性知识 teacher's personal knowledge explicit knowledge implicit knowledge

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缄默知识与教学改革

教育学 2001年第8期 101-108页

作者：石中英

20世纪70年代以来在西方英语国家日益引起人们高度重视的缄默知识理论。概要介绍并阐明缄默知识作为一种知识类型的逻辑特征与认识功能，分析其与教学活动的内在关联，并从缄默知识的角度对深化我国当前教育改革提出了若干建议，补充、... 详细信息

20世纪70年代以来在西方英语国家日益引起人们高度重视的缄默知识理论。概要介绍并阐明缄默知识作为一种知识类型的逻辑特征与认识功能，分析其与教学活动的内在关联，并从缄默知识的角度对深化我国当前教育改革提出了若干建议，补充、修正和完善一些传统的教学观念，以期扩展当前教学实践的理论视野和知识基础，提高教学活动的有效性。

关键词：波兰尼显性知识缄默知识教学改革 M.Polanyi explicit knowledge tacit knowledge teachingreform

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