二语学习者语言知识的显性与隐性状态及其与二语学习/教学策略间的关系
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摘要
近十余年来,二语习得研究领域对显性、隐性知识进行了大量研究。学者们对显性和隐性知识之间的关系有不同的看法,主要有三种:不可转化论,强转化论,以及弱转化论。
本文通过对改错测试结果的讨论,试图探索中国英语学习者的二语显性和隐性知识的构成状态,以及这种知识构成状态与学习策略和教学策略之间的关系。从而总结中国英语学习者在二语习得中存在的问题,并提出解决办法。
本文的研究假设是:中国英语学习者没能够有效地做到二语知识隐性化。主要的研究问题是:1)在词汇、短语、和语法这三部分中,学习者哪部分掌握得最好;2)每一部分中,学习者的知识隐性化程度如何,哪一部份隐性化最好;3)学习者在测试中所体现出的知识隐性化程度与所采用的学习/教学策略有什么关系,什么策略有助于学习者知识隐性化。改错测试与策略调查问卷是本研究中的主要方式。
研究发现,学习者的知识隐性化程度并不高,在很大程度上,仍然停留在显性知识层面上。在词汇、短语、语法这三部分中,相对而言,词汇的隐性化程度最高,短语次之,语法最差。测试所显示的结果更加符合弱转化论。而问卷结果表明,学习者的策略使用对获得显性知识效果明显,但对知识隐性化帮助不大。最后,本文针对研究中反映出的问题,提出若干学习中的建议,以期能对学习者的隐性知识获得有所帮助。
Implicit knowledge and explicit knowledge are an interdisciplinary research focus for applied linguistics and psycholinguistics abroad in second language acquisition (SLA). Different opinions are proposed to illustrate the relationship between implicit knowledge and explicit knowledge. There are three main positions: non-interface position, strong-interface position, and weak-interface position.
This thesis tends to focus on the composition state of explicit and implicit knowledge of Chinese learners of English and the relation between learning and teaching strategies and the knowledge state of learners.
The hypothesis is that Chinese L2 learners have not internalized the L2 knowledge effectively. The main research questions are as follows: 1) Among the three parts of L2 knowledge, namely, vocabulary, phrases and expressions and grammar, which part has L2 learners mastered the best in terms of explicit knowledge and implicit knowledge? 2) In each part of L2 knowledge, to what degree have the L2 learners internalized the L2 knowledge? 3) According to the characteristics of each part of L2 knowledge and the present learning and teaching strategies used by learners and teachers, which learning and teaching strategies are helpful for learners to internalize the L2 knowledge?
This thesis adopts error correction test as the main testing form to explore the composition state of explicit and implicit knowledge of learners. And a questionnaire is designed to explore the relation between learning/teaching strategies and knowledge state.
In conclusion, the Chinese learners of English fail to internalize L2 knowledge effectively. Analyzed from the results of test and questionnaire, it is indicated that the internalizing of L2 knowledge is far from perfect. And the learning strategies the learners usually use are not very helpful in internalizing of knowledge. And the result gives support to weak-interface position to some extent. At the end of the thesis, suggestions are proposed as well to improve the internalizing of knowledge.
本文通过对改错测试结果的讨论,试图探索中国英语学习者的二语显性和隐性知识的构成状态,以及这种知识构成状态与学习策略和教学策略之间的关系。从而总结中国英语学习者在二语习得中存在的问题,并提出解决办法。
本文的研究假设是:中国英语学习者没能够有效地做到二语知识隐性化。主要的研究问题是:1)在词汇、短语、和语法这三部分中,学习者哪部分掌握得最好;2)每一部分中,学习者的知识隐性化程度如何,哪一部份隐性化最好;3)学习者在测试中所体现出的知识隐性化程度与所采用的学习/教学策略有什么关系,什么策略有助于学习者知识隐性化。改错测试与策略调查问卷是本研究中的主要方式。
研究发现,学习者的知识隐性化程度并不高,在很大程度上,仍然停留在显性知识层面上。在词汇、短语、语法这三部分中,相对而言,词汇的隐性化程度最高,短语次之,语法最差。测试所显示的结果更加符合弱转化论。而问卷结果表明,学习者的策略使用对获得显性知识效果明显,但对知识隐性化帮助不大。最后,本文针对研究中反映出的问题,提出若干学习中的建议,以期能对学习者的隐性知识获得有所帮助。
Implicit knowledge and explicit knowledge are an interdisciplinary research focus for applied linguistics and psycholinguistics abroad in second language acquisition (SLA). Different opinions are proposed to illustrate the relationship between implicit knowledge and explicit knowledge. There are three main positions: non-interface position, strong-interface position, and weak-interface position.
This thesis tends to focus on the composition state of explicit and implicit knowledge of Chinese learners of English and the relation between learning and teaching strategies and the knowledge state of learners.
The hypothesis is that Chinese L2 learners have not internalized the L2 knowledge effectively. The main research questions are as follows: 1) Among the three parts of L2 knowledge, namely, vocabulary, phrases and expressions and grammar, which part has L2 learners mastered the best in terms of explicit knowledge and implicit knowledge? 2) In each part of L2 knowledge, to what degree have the L2 learners internalized the L2 knowledge? 3) According to the characteristics of each part of L2 knowledge and the present learning and teaching strategies used by learners and teachers, which learning and teaching strategies are helpful for learners to internalize the L2 knowledge?
This thesis adopts error correction test as the main testing form to explore the composition state of explicit and implicit knowledge of learners. And a questionnaire is designed to explore the relation between learning/teaching strategies and knowledge state.
In conclusion, the Chinese learners of English fail to internalize L2 knowledge effectively. Analyzed from the results of test and questionnaire, it is indicated that the internalizing of L2 knowledge is far from perfect. And the learning strategies the learners usually use are not very helpful in internalizing of knowledge. And the result gives support to weak-interface position to some extent. At the end of the thesis, suggestions are proposed as well to improve the internalizing of knowledge.
引文
Anderson,R.(1976).Language,Memory,and Thought.Hillsdale,N.J.:Lawrence Erlbaum.
Anderson,R.(1980).Cognitive Psychology and its Implications.San Francisco:Freeman.
Anderson,R.(1983).The Architecture of Cognition.Cambridge,Mass.:Harvard University Press.
Baddeley,A.D.(1986).Working Memory.Oxford:Oxford University Press.
Berry,D.C.(1994).Implicit and explicit learning of complex tasks.In N.C.Ellis(Ed.),Implicit and Explicit Learning of Languages.London:Academic Press.
Berry,D.C.& Broadbent,D.E.(1984).On the relationship between task performance and associated verbalisable knowledge.Quarterly Journal of Experimental Psychology,43,881-906.
Berry,D.C.& D.E.Broadbent,D.E.(1988).Interactive tasks and implicit-explicit distinction.British Journal of Psychology.79,251-272.
Bialistok,E.& Frohlich,M.(1977).Aspects of second language learning in classroom setting.Working Papers on Bilingualism,13,2-26.
Bialystok,E.(19.78).A theoretical model of second language learning.Language Learning,28,69-83.
Bialystok,E.(1979).An analytical view of second language competence:a model and some evidence.The Modern Language Journal.63,257-262.
Bialystok,E.(1981).The role of linguistic knowledge in second language use.Studies in Second Language Acquisition,4,31-45.
Bialystok,E.(1982).On the relationship between knowing and using linguistic form.Applied linguistics,3,123-139.
Bialystok,E.(1988).Levels of bilingualism and levels of metalinguistic awareness. Developmental Psychology, 24,560—7.
Bialystok, E. (1990). Communication Strategies: A Psychological Analysis of Second Language Use. Oxford: Basil Blackwell.
Bialystok, E. (1991). Achieving proficiency in a second language: A processing description. In Phillipson et al. (eds.) 1991. Foreign/Second Language Pedagogy Research. Clevedon, Avon: Multilingual Matters.
Bialystok, E. (1994). Representation and ways of knowing: three issues in language acquisition. In N.C. Ellis (Ed.), Implicit and Explicit Learning of Languages. London: Academic Press.
Broadbent, D.E., Fitzgerald, P., & M.H.P. Broadbent, (1986). Implicit and explicit knowledge in the control of complex systems. British Journal of Psychology, 77,33-50.
Brown, H.D. (1980). The optimal distance model of second language acquisition. TESOL Quarterly, 14,157—64.
Clark, E.V. & Hecht, B.E (1983). Comprehension, production and language acquisition, Ann. Rev. Psychol., 34,325—49.
DeKeyser, R. (2003). Implicit and explicit learning. In C. Doughty and M. Long (Eds.). Handbook of Second Language Learning. Oxford, England: Blackwell.
Doughty, C. (1991). Second language instruction does make a difference: Evidence from an empirical study of SL relativization. Studies in Second Language Acquisition, 12,431—469.
Ellis, N. (1993). Rules and instances in foreign language learning: Interactions of explicit and implicit knowledge. European Journal of Cognitive Psychology. 5,289—318.
Ellis, N. (1994). Implicit and explicit language learning—an overview. In N.C. Ellis (Ed.), Implicit and Explicit Learning of Languages. London: Academic Press.
Ellis, R. (1982). Discourse processes in classroom second language development. Unpublished doctoral thesis. University of London.
Ellis,R.(1990a).Instructed Second Language Acquisition.Oxford:Basil Blackwell.
Ellis,R.(1990b).Individual learning styles in classroom second language development.In J.de Jone,& D.Stevenson(Eds.),Individualizing the Assessment of Language Abilities.Clevedon:Multilingual Matters.
Ellis,R.(1992).Second.Language Acquisition & Language Pedagogy.Clevedon Avon:Multilingual Matters.
Ellis,R.(1993).The structural syllabus and second language acquisition.TESOL Quarterly,27,91-113.
Ellis,R.(1994).A theory of instructed second language acquisition.In N.C.Ellis(Ed.).Implicit and Explicit Learning of Languages.London:Academic Press.
Ellis,R.(1997).The Study of Second Acquisition.Oxford:Oxford University Press.
Ellis,R.(2004).The definition and measurement of L2 explicit knowledge.Language Learning,54,227-275.
Faerch,C.& Kasper,G.(1986).The role of comprehension in second-language learning.Applied Linguistics,7,257-74.
Gass,S.(1988).Integrating research areas:A framework for second language studies.Applied Linguistics,9,198-217.
Gregg,K.(1984).Krashen's monitor and Occam's razor.Applied Linguistics,5,79-100.
Heath,G.B.(1983).Ways with words:Language,Life and Word in Communities and Classrooms.Cambridge.
Hulstijn,J.H.,& de Graaff,R.(1994).Under what conditions does explicit knowledge of a second language facilitate the acquisition of implicit knowledge? A research proposal AILA Review,11,97-112.
Issidorides,D.C.& Hulstijn,J.H.(1992).Comprehension of grammatically modified and nonmodified sentences by second-language learner,Applied Psycholinguisitics,13(2),147-72.
Kasper,G.(Ed.)(1986).Learning,Teaching and Communication in the Foreign Language Classroom.Aarhus:Aarhus University Press.
Krashen,S.(1976).Formal and informal linguistic environments in language acquisition and language learning.TESOL Quarterly,10,157-68.
Krashen,S.(1981a).Second language acquisition and second language learning.Oxford:Pergamon.
Krashen,S.(1981b).The 'fundamental pedagogical principle' in second language teaching.Studia Linguistica,35(1-2),50-70.
Krashen,(1982).Principles and Practice in Second Language Acquisition,Oxford:Pergamon.
Krashen,S.(1985).The Input Hypothesis:Issues and Implications.London:Longman Group.Limited.
Krashen,S.& Scarcella,R.(1978).On routines and patterns in language acquisition and performance.Language Learning,28,283-300.
Krashen,S.& Terrell,T.(1983).The Natural Approach:Language Acquisition in the Classroom.Oxford:Pergamon.
Larsen-Freeman,D.& Long,M.(1991).An Introduction to Second Language Acquisition Research.Beijing:Foreign Language Teaching and Research Press.
Lightbown,P.(1985).Great expectations:second language acquisition research and classroom teaching.Applied Linguistics,6,173-89.
Long,M.(1988a).Maturational constraints on language development.UHWPESL,7(1),1-53.
Long,M.(1988b).Instructed interlanguage development.In Beebe,L(ed.)Issues in second language acquisition:multiple perspectives.Rowley,Mass.:Newbury House.
McLaughlin,B.(1978a).Second Language Acquisition in Childhood.New York:Lawrence Erlbaum.
McLaughlin,B.(1978b).The Monitor model:some methodological considerations.Language Learning,28,309-32.
McLaughlin,B.(1980).On the use of miniature artificial languages in second-language research.Applied Psycholinguistics,1,353-65.
McLaughlin,B.(1987).Theories of second language learning.Edward Arnold.
McLaughlin,B.(1990).Restructuring.Applied Linguistics,11,113-28.
McLaughlin,B.(1997).Implicit and explicit processes:Commentary.Studies in Second Language Acquisition,19,277-291.
McLaughlin,.B.,T.Rossman,& B.McLeod.(1983).Second Language Learning:an information-processing perspective.Language Learning,33,135-58.
Paradis,M.(1994).Neurolinguistic Aspects of implicit and explicit memory:Implications for bilingualism and SLA.In N.C.Ellis(Ed.).lmpIicit and Explicit Learning of Languages.London:Academic Press.
Reber et al,(1980).On the relationship between implicit and explicit modes in the learning of a complex rule structure.Journal of Experimental Psychology:General,114,17-24.
Rutherford,W.E.(1987).Second Language Grammar:Learning and Teaching.London:Longman.
Schmidt,R.(1994).Deconstructing consciousness in search of useful definition for applied linguistics.AIIA,Review,11,11-26.
Schneider,W.& Shiffrin,R.(1977).Controlled and automatic processing.1:Detection,search and attention.Psychological Review,84,1-64.
Scott,V.M.(1989).An empirical study of explicit and implicit teaching strategies in French.The Modern Language Journal,73,14-22.
Seliger,H.(1979).On the nature and function of language rules in language teaching.TESOL Quarterly,13,359-70.
Sharwood Smith,M.(1981).Consciousness-raising and the second language learner.Applied linguistics,2,159-169.
Sharwood Smith,M.(1986).Comprehension versus acquisition:Two ways of processing input.Applied Linguistics,7,239-256.
Sinclair,B.& Ellis,N.(1992).'The Silent Period and Working Memory',in Sajavaara(forthcoming).
Stevick,E.(1980).Teaching Languages:A Way and Ways.Rowley,Mass.:Newbury House.
Swain,M.(1985).Communicative competence:some roles of comprehensible input and comprehensible output in its development.In Gass,S.and Madden,C.(eds.)Input in second language acquisition.Newbury House,Rowley,Mass.
White,L.(1987a).Markedness and second language acquisition:the question of transfer.Studies in Second Language.Acquisition,9,261-85.
White,L.(1987o).Against comprehensible input:the Input Hypothesis and the development of L 2 competence.Applied Linguistics,8,95-110.
戴曼纯(2005).二语习得的“显性”与“隐性”问题探讨。《外国语言文学》,2,101-111。
顾琦一(2005).隐性知识、显性知识及其接口之争.《外语教学》,6,45-50。
韩宝成(2005)。《外语教学科研中的统计方法》。北京:外语教育与研究出版社。
马广惠(1997)。Bidystok的语言学习模式。《国外外语教学》,1,8-9.
王小宁(2001)。克拉申的习得/学得假说与外语教学。《外语界》,1,28-31。
赵上英,洪晓楠(2001).显性知识与隐性知识的辩证关系。《自然辩证法研究》,10,20-23。
Anderson,R.(1980).Cognitive Psychology and its Implications.San Francisco:Freeman.
Anderson,R.(1983).The Architecture of Cognition.Cambridge,Mass.:Harvard University Press.
Baddeley,A.D.(1986).Working Memory.Oxford:Oxford University Press.
Berry,D.C.(1994).Implicit and explicit learning of complex tasks.In N.C.Ellis(Ed.),Implicit and Explicit Learning of Languages.London:Academic Press.
Berry,D.C.& Broadbent,D.E.(1984).On the relationship between task performance and associated verbalisable knowledge.Quarterly Journal of Experimental Psychology,43,881-906.
Berry,D.C.& D.E.Broadbent,D.E.(1988).Interactive tasks and implicit-explicit distinction.British Journal of Psychology.79,251-272.
Bialistok,E.& Frohlich,M.(1977).Aspects of second language learning in classroom setting.Working Papers on Bilingualism,13,2-26.
Bialystok,E.(19.78).A theoretical model of second language learning.Language Learning,28,69-83.
Bialystok,E.(1979).An analytical view of second language competence:a model and some evidence.The Modern Language Journal.63,257-262.
Bialystok,E.(1981).The role of linguistic knowledge in second language use.Studies in Second Language Acquisition,4,31-45.
Bialystok,E.(1982).On the relationship between knowing and using linguistic form.Applied linguistics,3,123-139.
Bialystok,E.(1988).Levels of bilingualism and levels of metalinguistic awareness. Developmental Psychology, 24,560—7.
Bialystok, E. (1990). Communication Strategies: A Psychological Analysis of Second Language Use. Oxford: Basil Blackwell.
Bialystok, E. (1991). Achieving proficiency in a second language: A processing description. In Phillipson et al. (eds.) 1991. Foreign/Second Language Pedagogy Research. Clevedon, Avon: Multilingual Matters.
Bialystok, E. (1994). Representation and ways of knowing: three issues in language acquisition. In N.C. Ellis (Ed.), Implicit and Explicit Learning of Languages. London: Academic Press.
Broadbent, D.E., Fitzgerald, P., & M.H.P. Broadbent, (1986). Implicit and explicit knowledge in the control of complex systems. British Journal of Psychology, 77,33-50.
Brown, H.D. (1980). The optimal distance model of second language acquisition. TESOL Quarterly, 14,157—64.
Clark, E.V. & Hecht, B.E (1983). Comprehension, production and language acquisition, Ann. Rev. Psychol., 34,325—49.
DeKeyser, R. (2003). Implicit and explicit learning. In C. Doughty and M. Long (Eds.). Handbook of Second Language Learning. Oxford, England: Blackwell.
Doughty, C. (1991). Second language instruction does make a difference: Evidence from an empirical study of SL relativization. Studies in Second Language Acquisition, 12,431—469.
Ellis, N. (1993). Rules and instances in foreign language learning: Interactions of explicit and implicit knowledge. European Journal of Cognitive Psychology. 5,289—318.
Ellis, N. (1994). Implicit and explicit language learning—an overview. In N.C. Ellis (Ed.), Implicit and Explicit Learning of Languages. London: Academic Press.
Ellis, R. (1982). Discourse processes in classroom second language development. Unpublished doctoral thesis. University of London.
Ellis,R.(1990a).Instructed Second Language Acquisition.Oxford:Basil Blackwell.
Ellis,R.(1990b).Individual learning styles in classroom second language development.In J.de Jone,& D.Stevenson(Eds.),Individualizing the Assessment of Language Abilities.Clevedon:Multilingual Matters.
Ellis,R.(1992).Second.Language Acquisition & Language Pedagogy.Clevedon Avon:Multilingual Matters.
Ellis,R.(1993).The structural syllabus and second language acquisition.TESOL Quarterly,27,91-113.
Ellis,R.(1994).A theory of instructed second language acquisition.In N.C.Ellis(Ed.).Implicit and Explicit Learning of Languages.London:Academic Press.
Ellis,R.(1997).The Study of Second Acquisition.Oxford:Oxford University Press.
Ellis,R.(2004).The definition and measurement of L2 explicit knowledge.Language Learning,54,227-275.
Faerch,C.& Kasper,G.(1986).The role of comprehension in second-language learning.Applied Linguistics,7,257-74.
Gass,S.(1988).Integrating research areas:A framework for second language studies.Applied Linguistics,9,198-217.
Gregg,K.(1984).Krashen's monitor and Occam's razor.Applied Linguistics,5,79-100.
Heath,G.B.(1983).Ways with words:Language,Life and Word in Communities and Classrooms.Cambridge.
Hulstijn,J.H.,& de Graaff,R.(1994).Under what conditions does explicit knowledge of a second language facilitate the acquisition of implicit knowledge? A research proposal AILA Review,11,97-112.
Issidorides,D.C.& Hulstijn,J.H.(1992).Comprehension of grammatically modified and nonmodified sentences by second-language learner,Applied Psycholinguisitics,13(2),147-72.
Kasper,G.(Ed.)(1986).Learning,Teaching and Communication in the Foreign Language Classroom.Aarhus:Aarhus University Press.
Krashen,S.(1976).Formal and informal linguistic environments in language acquisition and language learning.TESOL Quarterly,10,157-68.
Krashen,S.(1981a).Second language acquisition and second language learning.Oxford:Pergamon.
Krashen,S.(1981b).The 'fundamental pedagogical principle' in second language teaching.Studia Linguistica,35(1-2),50-70.
Krashen,(1982).Principles and Practice in Second Language Acquisition,Oxford:Pergamon.
Krashen,S.(1985).The Input Hypothesis:Issues and Implications.London:Longman Group.Limited.
Krashen,S.& Scarcella,R.(1978).On routines and patterns in language acquisition and performance.Language Learning,28,283-300.
Krashen,S.& Terrell,T.(1983).The Natural Approach:Language Acquisition in the Classroom.Oxford:Pergamon.
Larsen-Freeman,D.& Long,M.(1991).An Introduction to Second Language Acquisition Research.Beijing:Foreign Language Teaching and Research Press.
Lightbown,P.(1985).Great expectations:second language acquisition research and classroom teaching.Applied Linguistics,6,173-89.
Long,M.(1988a).Maturational constraints on language development.UHWPESL,7(1),1-53.
Long,M.(1988b).Instructed interlanguage development.In Beebe,L(ed.)Issues in second language acquisition:multiple perspectives.Rowley,Mass.:Newbury House.
McLaughlin,B.(1978a).Second Language Acquisition in Childhood.New York:Lawrence Erlbaum.
McLaughlin,B.(1978b).The Monitor model:some methodological considerations.Language Learning,28,309-32.
McLaughlin,B.(1980).On the use of miniature artificial languages in second-language research.Applied Psycholinguistics,1,353-65.
McLaughlin,B.(1987).Theories of second language learning.Edward Arnold.
McLaughlin,B.(1990).Restructuring.Applied Linguistics,11,113-28.
McLaughlin,B.(1997).Implicit and explicit processes:Commentary.Studies in Second Language Acquisition,19,277-291.
McLaughlin,.B.,T.Rossman,& B.McLeod.(1983).Second Language Learning:an information-processing perspective.Language Learning,33,135-58.
Paradis,M.(1994).Neurolinguistic Aspects of implicit and explicit memory:Implications for bilingualism and SLA.In N.C.Ellis(Ed.).lmpIicit and Explicit Learning of Languages.London:Academic Press.
Reber et al,(1980).On the relationship between implicit and explicit modes in the learning of a complex rule structure.Journal of Experimental Psychology:General,114,17-24.
Rutherford,W.E.(1987).Second Language Grammar:Learning and Teaching.London:Longman.
Schmidt,R.(1994).Deconstructing consciousness in search of useful definition for applied linguistics.AIIA,Review,11,11-26.
Schneider,W.& Shiffrin,R.(1977).Controlled and automatic processing.1:Detection,search and attention.Psychological Review,84,1-64.
Scott,V.M.(1989).An empirical study of explicit and implicit teaching strategies in French.The Modern Language Journal,73,14-22.
Seliger,H.(1979).On the nature and function of language rules in language teaching.TESOL Quarterly,13,359-70.
Sharwood Smith,M.(1981).Consciousness-raising and the second language learner.Applied linguistics,2,159-169.
Sharwood Smith,M.(1986).Comprehension versus acquisition:Two ways of processing input.Applied Linguistics,7,239-256.
Sinclair,B.& Ellis,N.(1992).'The Silent Period and Working Memory',in Sajavaara(forthcoming).
Stevick,E.(1980).Teaching Languages:A Way and Ways.Rowley,Mass.:Newbury House.
Swain,M.(1985).Communicative competence:some roles of comprehensible input and comprehensible output in its development.In Gass,S.and Madden,C.(eds.)Input in second language acquisition.Newbury House,Rowley,Mass.
White,L.(1987a).Markedness and second language acquisition:the question of transfer.Studies in Second Language.Acquisition,9,261-85.
White,L.(1987o).Against comprehensible input:the Input Hypothesis and the development of L 2 competence.Applied Linguistics,8,95-110.
戴曼纯(2005).二语习得的“显性”与“隐性”问题探讨。《外国语言文学》,2,101-111。
顾琦一(2005).隐性知识、显性知识及其接口之争.《外语教学》,6,45-50。
韩宝成(2005)。《外语教学科研中的统计方法》。北京:外语教育与研究出版社。
马广惠(1997)。Bidystok的语言学习模式。《国外外语教学》,1,8-9.
王小宁(2001)。克拉申的习得/学得假说与外语教学。《外语界》,1,28-31。
赵上英,洪晓楠(2001).显性知识与隐性知识的辩证关系。《自然辩证法研究》,10,20-23。