文摘
英文文摘
声明
Chapter 1 Introduction
1.1 SLA, Explicit Knowledge and Implicit Knowledge
1.2 Purpose, Research Questions and Hypothesis
1.30perationalized Definition of Explicit and Implicit Knowledge
1.4 Structure of the Thesis
Chapter 2 Literature Review
2.1 Non-interface Position
2.1.1 Krashen's Monitor Theory
2.1.2 Criticisms on Krashen's Input Hypothesis
2.2 Strong-interface Position
2.2.1 McLaughlin's Information-Processing Model
2.2.2 Disadvantage of Strong-interface Position
2.3 Weak-interface Position
2.3.1 Rod Ellis' Weak-interface Position
2.3.2 Rod Ellis' Distinguishing of Different Knowledge
2.3.3 The Relation between Explicit Knowledge and Implicit Knowledge in Weak-interface Position
2.3.4 The Effect of Explicit Knowledge on Implicit Knowledge
2.3.5 Comparison of the Three Positions
Chapter 3 Research Design: Test and Questionnaire
3.1 Reasons to Choose Error Correction Test
3.2 Methodology
3.2.1 Participants
3.2.2 Design
3.2.3 Structure of the Error Correction Test
3.2.4 Design of Questionnaire
3.2.5 Procedure
Chapter 4 Results and Analysis
4.1 Pre-treatment of Data
4.2 Results of the Error Correction Test
4.2.1 Basic Description of the Results of Correction Test
4.2.2 Discussion of the Composition State of L2 Knowledge
4.3 Results of the Questionnaire
4.3.1 Discussion of the Second Part of the Questionnaire
4.3.2 The Learning Strategies Used by Learners
4.3.3 The Teaching Strategies Used by Teachers
4.4 Analysis of the Results of Error Correction Test and Questionnaire
4.4.1 The Relation between Learning Strategies and Internalizing of Knowledge
4.4.2 The Relation between Teaching Strategies and Internalizing of Knowledge
4.5 Discussion of the Results with Illustration of Three Interface Positions
4.6 Suggestions as to How to Develop Implicit Knowledge Effectively
Chapter 5 Conclusion
5.1 Findings and Significance
5.2 Limitations of the Study
Acknowledgements
Bibliography
Appendix
Articles Published
