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本文报告了笔者运用定量研究的方法分析了120名初中三年级学生用有意识和无意识两种方法学习英语语法规则的效果。120名学生被平均安排在四个实验组中。四组学生总体英语水平相当。四组中的其中两组为无意识习得组,另外两组为有意识学习组。无意识学习组的共同点是不让学生注意到句中隐含的语法规则,有意识学习组的共同点是让学生注意到句中的语法规则。之后各组受试者做了判断对错及改错练习作为语法规则习得情况测验。本研究结果表明意识性在外语学习者的语言学习过程中起了很重要的作用。本研究结果还表明有些语法特征并不能通过单一的学习模式被学习者掌握,教师应设计多样性的学习任务让学习者能够注意到语法规则的各个方面。
In this paper, I report the use of quantitative research methods to analyze the effect of learning English grammar rules by using the conscious and unconscious two methods of 120 junior high school third graders. 120 students were arranged on average in four experimental groups. The overall English level of the four groups of students is quite high. Two of the four groups were unconsciously learned and the other two were consciously learning groups. The common sense of the unconscious learning group is that students are not allowed to notice the grammatical rules implicit in the sentence. The common sense of the conscious learning group is to let the students notice the grammatical rules in the sentence. After each group of subjects to do right and wrong and error-correcting exercises as grammar rules learned situation test. The results of this study show that conscientiousness plays a very important role in the language learning process of foreign language learners. The results of this study also show that some grammatical features can not be mastered by learners through a single learning model. Teachers should design diversified learning tasks so that learners can notice all aspects of grammatical rules.