英語(yǔ)詞匯及雙重否定結(jié)構(gòu)顯隱性學(xué)習(xí)的實(shí)證性研究

中文題目_英語(yǔ)詞匯及雙重否定結(jié)構(gòu)顯/隱性學(xué)習(xí)的實(shí)證性研究外文題目AnEmpiricalStudyonExplicitandImplicitLearningofEnglishVocabularyandDoubleNegatives姓名學(xué)號(hào)導(dǎo)師研究方向第二語(yǔ)言習(xí)得專業(yè)英語(yǔ)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)系別英語(yǔ)學(xué)院2015年4月15日AnEmpiricalStudyonExplicitandImplicitLearningofEnglishVocabularyandDoubleNegativesAThesisSubmittedToTheSchoolofEnglishandInternationalStudiesAndtheGraduateSchoolofBeijingForeignStudiesUniversityInPartialFulfillmentoftheRequirementsfortheDegreeofMasterofArtsBySupervisedbyProfessorBeijingForeignStudiesUniversityBeijing,ChinaApril15,2015北京外國(guó)語(yǔ)大學(xué)學(xué)位論文原創(chuàng)性聲明和使用授權(quán)說(shuō)明學(xué)位論文原創(chuàng)性聲明本人鄭重聲明：所呈交的學(xué)位論文，是本人在導(dǎo)師的指導(dǎo)下，獨(dú)立進(jìn)行研究工作所取得的成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫(xiě)過(guò)的作品或成果，也不包含為獲得北京外國(guó)語(yǔ)大學(xué)或其他教育機(jī)構(gòu)的學(xué)位或證書(shū)撰寫(xiě)的或使用過(guò)的材料。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體，均已在論文中以明確方式標(biāo)明。本聲明的法律結(jié)果由本人承擔(dān)。論文作者簽名：日期：年月日學(xué)位論文使用授權(quán)說(shuō)明本人完全了解北京外國(guó)語(yǔ)大學(xué)關(guān)于收集、保存、使用學(xué)位論文的規(guī)定，即：按照學(xué)校要求提交學(xué)位論文的印刷本和電子版本；學(xué)校有權(quán)保存學(xué)位論文的印刷本和電子版，并提供目錄檢索與閱覽服務(wù)；學(xué)?？梢圆捎糜坝?、縮印、數(shù)字化或其它復(fù)制手段保存論文。學(xué)?？梢怨颊撐牡娜炕虿糠謨?nèi)容。論文作者簽名：導(dǎo)師簽名：日期：年月日日期：年月日AcknowledgementsThisthesiscouldnotbefinishedwithoutthehelpandsupportofmanypeoplewhoaregratefullyacknowledgedhere.Attheveryfirst,I'mhonoredtoexpressmydeepestgratitudetomydedicatedsupervisor,withwhoseguidanceIcouldhaveworkedoutthisthesis.Shehasofferedmevaluableideas,suggestionsandcriticismswithherprofoundknowledge.Herpatienceandkindnessaregreatlyappreciated.Ihavelearntfromheralotnotonlyaboutthesiswriting,butalsotheprofessionalethics.I'mverymuchobligedtohereffortsofhelpingmecompletethethesis.What'smore,Iwishtoextendmythankstomyclassmates,WangMengyiandJiangSiyu,whoneverfailedtogivemegreatencouragementandsuggestions.Besides,I’mquitegratefulforallmystudentsinBeijingUniversityofChineseMedicine.Withouttheircooperation,Icouldn’thavefinishedthisthesis.Atlast,Iwouldliketothankmyfamilyfortheirsupportallthewayfromtheverybeginningofmystudy.Iamthankfultoallmyfamilymembersfortheirthoughtfulnessandencouragement.摘要二語(yǔ)習(xí)得的學(xué)者對(duì)顯性和隱性學(xué)習(xí)已經(jīng)做了很多研究。早期的研究通常區(qū)分開(kāi)這兩個(gè)領(lǐng)域，強(qiáng)調(diào)顯性學(xué)習(xí)和隱性學(xué)習(xí)的不同。但是，隨著更深入的研究，許多研究者開(kāi)始尋求兩者各自的優(yōu)勢(shì)或把兩者結(jié)合起來(lái)。顯性和隱性學(xué)習(xí)在不同方面對(duì)習(xí)得過(guò)程都會(huì)產(chǎn)生影響，并且兩者具有相互依存、相互轉(zhuǎn)化和相互補(bǔ)充的緊密關(guān)系。本研究旨在對(duì)詞匯和語(yǔ)法結(jié)構(gòu)顯性及隱性學(xué)習(xí)的不同進(jìn)行實(shí)證研究。兩組學(xué)生參與了實(shí)驗(yàn)。實(shí)驗(yàn)共分為四部分：前測(cè)，實(shí)驗(yàn)處理，測(cè)試，后測(cè)。前測(cè)是為了檢驗(yàn)受試者是否已知實(shí)驗(yàn)中所用的目標(biāo)詞匯和語(yǔ)法結(jié)構(gòu)。實(shí)驗(yàn)處理階段分為兩部分，第一組學(xué)生通過(guò)教師講解對(duì)目標(biāo)詞匯進(jìn)行顯性學(xué)習(xí)，第二組學(xué)生通過(guò)教師講解對(duì)目標(biāo)雙重否定結(jié)構(gòu)進(jìn)行顯性學(xué)習(xí)。測(cè)試包括一篇閱讀理解和句子翻譯，閱讀理解用于隱性學(xué)習(xí)，句子翻譯用于觀察學(xué)生通過(guò)顯性策略和隱性策略對(duì)英語(yǔ)詞匯和雙重否定結(jié)構(gòu)的學(xué)習(xí)。后測(cè)是為了研究對(duì)英語(yǔ)詞匯和雙重否定結(jié)構(gòu)顯性學(xué)習(xí)和隱性學(xué)習(xí)的持續(xù)效果。最后，對(duì)英語(yǔ)詞匯和雙重否定結(jié)構(gòu)的顯性學(xué)習(xí)和隱性學(xué)習(xí)作出了比較。結(jié)果表明，在顯性和隱性學(xué)習(xí)策略中，學(xué)生都更容易進(jìn)行詞匯學(xué)習(xí)，并且，對(duì)詞匯的記憶力具有相對(duì)更長(zhǎng)的持久性。然而，學(xué)生很難通過(guò)隱性學(xué)習(xí)來(lái)進(jìn)行雙重否定結(jié)構(gòu)的學(xué)習(xí)，而且對(duì)此結(jié)構(gòu)的記憶持久性相對(duì)較短。關(guān)鍵詞：顯性學(xué)習(xí)，隱性學(xué)習(xí)，詞匯，雙重否定，測(cè)試AbstractExplicitandimplicitlearninghavelongbeenresearchedbyscholarsofsecondlanguageacquisition.Theearlystudiesmostlydividethetwoareas,emphasizingthedifferencebetweenexplicitandimplicitlearning.However,withfurtherexploration,manyresearchersstarttosearchfortheadvantageofeachoneorjointhetwotogether.Ithasbeenrealizedthatexplicitandimplicitlearningbothhaveinfluenceonacquisitionprocess,althoughindifferentaspects,andthetwopossessacloserelationshipofmutualreliance,mutualtransformationandmutualcomplement.Thisresearchisdevotedtostudythedifferencesbetweenimplicitandexplicitlearningonvocabularyandgrammaticalstructures.Twogroupsofstudentsareinvolved.Thentheexperimentisdividedintofourparts:apre-test,thetreatment,afollowingtestandapost-test.Thepurposeofthepre-testistotestwhetherthetargetvocabularyandstructureusedintheexperimenthavealreadybeenknowntotheparticipants.Thetreatmentisdividedintotwosectionswithstudentsofgrouponebeingexposedtoanexplicitteachingmethodologythroughelaborationontargetvocabularyandstudentofgrouptwobeingexposedtoanexplicitteachingmethodologythroughillustrationontargetdoublenegativestructures.ThefollowingtestprovidesareadingpassageforimplicitlearningandsentencetranslationtoobservetheirlearningofEnglishvocabularyanddoublenegativesthroughbothexplicitstrategyandimplicitstrategy.Thepost-testistoresearchtheposterioreffectsofexplicitlearningandimplicitlearningofEnglishvocabularyanddoublenegatives.Finally,acomparisonwasmadebetweenexplicitlearningandimplicitlearningofEnglishvocabularyanddoublenegatives.Theresultsshowthatvocabularyiseasierforstudentstolearnthroughbothexplicitandimplicitstrategiesandithasacomparativelylongerretentioninmemory.However,doublenegativescanbehardlylearnedthroughimplicitlearningandtheyhaverelativelyshortdurationinmemory.Keywords:Explicitlearning,Implicitlearning,Vocabulary,Doublenegatives,TestTableofContents北京外國(guó)語(yǔ)大學(xué)學(xué)位論文原創(chuàng)性聲明和使用授權(quán)說(shuō)明 iAcknowledgements ii摘要 iiiAbstract ivChapter1Introduction 1Chapter2LiteratureReview 22.1Studiesonexplicitandimplicitlearning 22.1.1Theoriesofexplicitandimplicitlearning 32.1.2Empiricalstudiesofexplicitandimplicitacquisition 62.1.3Theimplicitandexplicitlearningmechanismsinsecondlanguageteaching 10Chapter3Methodology 143.1Researchdesign 143.2Participants 153.3Instruments 163.3.1Targetforms 163.3.2Materialfortests 193.4Procedure 203.4.1Pre-test 203.4.2Test 213.4.3Post-test 223.5Dataanalysis 233.5.1Evaluationstandard 233.5.2Statisticalanalysisofdata 24Chapter4ResultsandDiscussion 254.1AnalysisofData 254.1.1ResultsofthePre-test 254.1.2ResultsoftheTest 264.1.3ResultsofthePost-test 294.1.4Acomparisonbetweenresultsofthetestandthepost-testwithineachclass 304.2DiscussionoftheResults 32Chapter5Conclusions 35References 37Appendices 39Appendix1 39Appendix2 40Appendix3 43Chapter1IntroductionImplicitandexplicitlearningmechanismshavereceivedincreasingattentioninsecondlanguageacquisition.Theearlyresearchmostlydividesthetwoareas,emphasizingthedifferencebetweenexplicitandimplicitlearning.However,withfurtherexploration,manyresearchersstarttosearchfortheadvantagesofeachoneorjointhetwotogetherbecausetheyrealizethetwomechanismshaveinterrelatedinfluences.Earlystudiesonexplicitandimplicitlearningmainlyfocusonlistening,readingandgrammar.Somecoverthefieldofvocabularyacquisition.However,mostempiricalresearchisconfinedtoeithervocabularyorgrammaracquisition.Fewstudybothvocabularyandgrammartomakeacomparisonbetweendifferentstructuresthroughexplicitandimplicitlearning.Therefore,theauthorstrivestofillthisgapandmakesacomparativestudyofvocabularyanddoublenegativeslearningthroughexplicitandimplicitlearningstrategytoexaminewhethertherearedifferencesbetweenvocabularyanddoublenegativeslearning.Inthefieldofvocabularylearning,increasingresearchhaspaidattentiontoincidentallearningwhichbelongstoimplicitlearningstrategy.Vocabularycanbeimplicitlylearnedbystudents,whichhasbeenprovedbymanyempiricalstudies.However,vocabularyanddoublenegativesaretwodifferentstructureswiththeformeronebeingonewordandthelatteronebeingusuallyagrammaticalstructurewithseveralwords.Agrammaticalstructure,doublenegativesinthiscase,hasahigherlevelofdifficultyintheprocessoflearningbecauseitrequiresacombinationofthemeaningofdifferentwordsandmustbecomprehendedasawhole.Therefore,theauthorwonderswhetherthelearningstrategywhichappliestovocabularylearninghasthesameeffectondoublenegativeslearningsincethesetwohavedifferentlevelofdifficulty.TheauthorofthispaperreplicatestheempiricalstudyofVirginiaM.Scott(1989)andstrivestoexploretherelationshipbetweenvocabularyanddoublenegativeslearningthroughexplicitandimplicitstrategies.Sincedoublenegativesisamorecomplicatedstructurethanvocabularyintheprocessoflearning,thisstudywillgenerallyindicatewhethergrammaticalstructureswithdifferentleveloflearningdifficultyshouldbelearnedthroughdifferentlearningstrategies.Moreover,italsohasimplicationsonteachingintermsofmakingchoicesaboutteachingstrategy.Chapter2LiteratureReview2.1StudiesonexplicitandimplicitlearningSincethe1990s,therehavebeennumerousstudiesonthedevelopmentofInterlanguagesysteminvolvingsuchnotionsasexplicitness,implicitness,consciousness,subconsciousness,intentionallearning,unintentional/incidentallearning,andinterface.Manystudieshavebeendoneinthesecondlanguageacquisitionareaonsecondlanguageacquisitionalpattern.Forexample,Selinker(1972)discussessometheoreticalpreliminariesforresearchersconcernedwiththelinguisticaspectsofthepsychologyofsecondlanguagelearningandproposestheconceptof“interlanguage”;Krashen(1981,1983,1985)haselaboratedatheorythatrestsonadistinctionbetweentwoindependentprocesses,genuinelearning,called“acquisition”,whichissubconscious,andconscious“l(fā)earning”,whichisoflittleuseinactuallanguageproductionandcomprehention.Healsoputsforwardthetheoryof“comprehensibleinputhypothesis”;McLaughlinetal.(1983)statesthatthebasicpostulateofinformationprocessingtheoriesisthathumansarelimitedcapacityprocessorsofinformation;Gass&Selinker(1992)findthattransferisapsychologicaltermandisgenerallyregardedastheinfluenceofsomekindoflearningontheothersandthatalotofresearchrevealsthatanyonewhowantstooffersufficientinterpretationofsecondlanguageacquisitionhastotakethecriticalfactorlanguagetransferintoconsideration;White(1991)claimsthatsecondlanguagelearnersoftenreceivenegativeevidenceaboutthetargetlanguageintheformofexplicitand/orimplicitinstruction;Doughty&Long(2003)aswellasWhite(2003)statesthatsecondlanguageacquisitionisagrowingfield,encompassingavarietyofperspectivesonhowlangugaesarelearned,includinginterlanguagepragmaticsandapproachesinappliedlinguistics,aswellasgenerativeapproaches.However,Therecognitionofthepsychologicalconsciousnessofsecondlanguagelearnersasthecentralissueofsecondlanguageacquisitionresearchhasmerelybeenseenonstageforabouttenyears(Gass,Svetics&Lemelin,2003).Withthisrecognitionofpsychologicalconsciousness,explicitandimplicitmechanismsinEnglishlearninghavedrawnincreasingattentionandarebeingappliedintheteachingofEnglishaswell.Therefore,fromboththeoreticalandapplyingperspectives,theunderstandingofthedifferencesbetweenandthefunctionsofexplicitandimplicitlearningmechanismisofgreatsignificance.Ithasbeenalongtimesinceexplicitandimplicitlearninghavebeenthefocusofcognitivepsychologists.Theearlystudiesmostlydividethetwoareas,emphasizingthatexplicitandimplicitlearningaretwoabsolutelydifferentlearningprocesses.However,withfurtherexploration,manyresearchersnolongeremphasizethedifferencesbetweenexplicitandimplicitlearning.Instead,theystarttosearchfortheadvantagesofeachoneorjointhetwotogether.Ithasbeenrealizedthatexplicitandimplicitlearningbothhaveinfluenceonacquisitionprocess,althoughindifferentaspects,andthetwoprocessacloserelationshipofmutualreliance,mutualtransformationandmutualcomplement.2.1.1TheoriesofexplicitandimplicitlearningImplicitlearningofsecondlanguageistheprocessofsubconsciouslylearninglanguageknowledgewithoutpayingattentiontothetargetstructurethroughtheaccesstocomplexlanguagematerials.Childrengainknowledgeofintonation,semanticmeaningandsyntacticrulesthroughcommunicationwithpeopleatthebeginningoftheirfirstlanguageacquisition.Reber(1976)considersthekeyofimplicitlearningasthelackoflearnerconsciousnessaboutthetargetstructureoneislearning.explicitlearningreferstotheprocessinwhichonehastomakeeffortsandtakecertainmeasurestofinishthelearningtask.Insecondlanguagelearning,explicitlearningismainlyachievedthroughtheinstructionoflanguagerulesintheclassroom.Comparedwithimplicitlearningwhichisautomatic,abstractandstable,explicitlearningisrelativelymotivated,consciousandcontrollable.Fromtheperspectiveoftherelationshipbetweenexplicitandimplicitlearning,threeviewsexistinsecondlanguageacquisitionresearcharea.First,the“Nointerfacetheory”hasgainedpopularitywithKrashenasarepresentative.Thistheoryaimsatexplainingthegapbetweenexplicitknowledgeandlanguageuse.Itbelievesthattheformalin-classinstructioncannotpromoteacquisitionofimplicitknowledgewhichisrequiredbydailycommunication.Moreover,itproposesthatthetaskofsecondlanguageteachingistoprovidelearnerswithalargeamountofcomprehensibleinputinsteadoftheexplicitinstructionofgrammaticalrulesandrunningdrillsforpractice.Second,the“Interfacetheory”hasbeenwidelyacceptedwithBialystokandMclaughlinasrepresentatives.Itrecognizesthemutualtransformationofexplicitandimplicitknowledge.Besides,itbelievesthatthelearningandpracticeofexplicitknowledgecanpromotetheacquisitionofcertainlanguagerulesandthatpracticecancompensateforthegapbetweenexplicitknowledgeandlanguageusage.Third,theneutralviewwhichisalsoknownasthe“weakinterfacetheory”hasR.Ellisasarepresentative.Itholdsthatexplicitlearningcanhelplearnersnoticethegapbetweenlanguageinputandlanguageoutputbyapplyingconsciousnessraisingstrategy.However,theimprovementresultedfromsystematicpracticeisconfinedtotheaspectsofitemlearningandlanguagefluency.Inaword,thefocusofthethreeviewsaboveiswhetherexplicitknowledgecantransformintoimplicitknowledgethroughpractice.R.Ellis(2005a),Faerch&Kasper(1987)andFaerchetal.(1984)allopposethestrictdistinctionbetweenexplicitnessandimplicitnessoflanguageknowledge.Instead,theyaremoreinclinedtoregardingthetwoaslocatinginacontinuumbecausesomeknowledgeexistsinbothformsatthesametime.Theauthorofthispaperagreeswiththe“interfacetheory”andbelievesthatexplicitlearningcanpromotethelearningofcertainlanguagerules,especiallycomplicatedruleswhichcannotbenoticedthroughimplicitlearning.Fromtheperspectiveoftherelationshipbetweenexplicitandimplicitlearning,severalconceptsareimportant.Forexample,directivityandcontrollabilityoflearningmotivationanddistinctionanddurationoflearningtaskarerepresentativeaspects.Implicitlearningistheprocessofacquiringknowledgewithoutconsciousness.Theknowledgeresidesinthebrainasanimplicitstorageandcanbeautomaticallyextractedintousagewhennecessary.However,explicitlearningemphasizesconsciousnessandcontrollability.Itproposesthatlanguageknowledgeshouldbeaddedtomemorythroughrepeatedreviewofthelanguagematerials.Insecondlanguageacquisition,explicitlearningmainlyreferstothememorizationofwordsandgrammaticalruleswithpurpose;whileimplicitlearningreferstothewaythatlearnersfocusonmeaninginsteadofformoflanguageinsomecommunicativeactivities.Thestudiesonconsciouslearningandunconsciouslearningarelackofvalidtheoreticalexplanationandtheyaremainlyconfinedwithintheaspectofvocabularyacquisition.(Krashen,1989;Ellis,1994;Zahar,1999;Hulstijn,2001)Explicitandimplicitknowledgerelyoncompletelydifferentaccessmechanismsandtheypresentdissimilarphysiologicalbasis.Althoughlearningprocessistosomeextentrelatedtoknowledgetype,thedistinctionbetweenthetwokindsofknowledgeisfrequentlyindependentfromthedifferencebetweenexplicitandimplicitlearningprocess.Implicitknowledgecanbeautomaticallyextractedwhereas,explicitknowledgeisconcernedwithcontrolment.AsKrashen(1989)hasmentioned,explicitknowledgeismerelyusedtomonitorlanguageoutputwhichisacquiredthroughimplicitknowledge.However,theexplicitknowledgeisusuallyinaccurate.Learnerscandevelopdeepnessoftheirexplicitknowledgeonlythroughcontinuousaccumulationoflanguagerulesandapplicationunderdifferentlanguagecircumstances.theirunderstandingoftheserulescanbeinaccurate.Forexample,thereisover-generalizationandunder-generalization.Concerningtherelationshipofexplicitandimplicitknowledge,DeKeyser(1997)believesthatprogrammedexplicitknowledgecanberegardedasthe“functionalcounterpart”ofimplicitknowledge.Paradis(2004)claimsthatexplicitlanguageknowledgecannotbetransformedintoimplicitlanguagecompetenceunderanycircumstance.Infact,learnersextractlanguageknowledgefromthetwokindsofknowledgesourcesdistinctivelywhentheyexecutedifferentlanguagetasks.Fromtheperspectiveofimplicitandexplicitmemory,therelationshipisanevenmorecomplicatedissue.Forexample,weusuallyknowhowtorideabike.Yetitisdifficulttoexplainthefullprocedureofhowweactuallyrideit.Therefore,theskillofridingabikemostlyreliesonimplicitmemory.Explicitmemoryisassociativeknowledgewhichisfrequentlyconnectedwithinformationthathasalreadybeenstoredinthebrain.Implicitmemory,ontheotherhand,isusuallycloselyrelatedwithathleticskills,conditionedresponsesandhabituation.Studiesonimplicitmemoryincludechildlanguageacquisition,artificialgrammaracquisition,primingeffectandskillacquisition,etc.Primingeffectisconsideredapersuasiveevidenceforimplicitlearning.Itmainlystudiesthepositiveornegativeinfluenceofstimulationonfollowingbehaviorsconcerningtheaspectsofvision,space,phonemeandsemanticmeaning.Thegroupwhichisexposedtostimulationofthetargetitemshasbetterperformanceinlaterteststhanthegroupwhichisnotgivenanystimulationbutmerelyanexplicitillustrationoftargetitemsbeforethetests.Theresultofresearchesindicatesthatimplicitmemorywhichiscoveredbyprimingeffecthasmoredurationthanexplicitmemory.Besidesimplicitmemory,incidentallearningisalsoanimportantpartofimplicitlearning.It

islearningthattakesplacewithoutanyintenttolearnandalmostalwaystakesplacealthoughpeoplearenotalwaysconsciousofit.(Marsick&Watkins,1990).Ithaslongbeenafocalpointinsecondlanguageacquisitionstudies,amongwhichincidentalvocabularylearninghasattractedalotofattention.Coady(1997)proposesthatinincidentallearning,mostwordsarelearnedgraduallythroughrepeatedexposuresinvariousdiscoursecontexts.WescheandParibakhtps(1999)defineincidentalvocabularylearningastheprocessinwhichlearnersfocusoncomprehendingmeaningofreadingandlisteningcontextsratherontheexplicitgoaloflearningnewwordsandacquirevocabularyonlyasaby-product;whileintentionalvocabularylearningmeansthefocalattentionduringthelearningprocessofthetargetvocabulary.Vocabularyislearnedasaby-productofanotheractivitywithoutthelearners’consciousdecision,orintentiontolearnthewords.Theresearchersalsostressthesignificanceofincidentalvocabularylearning.SwanbornandGlopper(2002)arguethatincidentallearningcouldresultfromtaskorpurposedemandswhichcauselearnerstofocusonspecificfeaturesofinputwhicharecrucialforlearning.Althoughtheresearchofincidentallearningisfruitful,theseresearchersmerelyfocusedononepartofimplicitlearninganddidnotexploretherelationshipbetweenexplicitandimplicitlearningwhichtheauthorthinkshavemutualrelianceoneachother.2.1.2EmpiricalstudiesofexplicitandimplicitacquisitionEmpiricalstudiesonexplicitandimplicitlearninghaveachievedgreatprogressinrecentdecades.Thefrequentlyusedexperimentalmethodsareartificialgrammar,probabilitylearningandlanguageaptitudetest.However,nomeasurementtoolhasbeenunanimouslyconsideredaseffectivesofar.Manykindsofresearchmethodshavebeenincorporatedinthestudyofexplicitandimplicitlearning.Inthefieldofimplicitlearning,artificialgrammar,probabilitylearning,controlofcomplexsystemandinstantaneouslanguagegenerationtaskareapplied.Meanwhile,languageaptitudetest,grammaticalityjudgmenttest,meta-languagetestandoralstatementareincorporatedintheresearchofexplicitlearning.Artificialgrammartesttriggersexplorationoftheabstractionandimplicitnessofknowledge.Intermsofabstractness,somescholarsrefutethatinartificialgrammarlearningexperiments,learnersmerelymasterconcretesegmentsinsteadofabstractrules.Mathewsetal.(1989)andShanksetal.(1997)applieartificialgrammartaskintheirresearchandfoundoutthattheeffectofimplicitlearningwasinfluencedbytheproximityoftestingfactors.Consideringimplicitness,twoquestionsneedtobeanswered.First,isartificialgrammarlearningimplicit?Second,istheknowledgethatparticipantsacquiredimplicit?Someotherscholarsdoubtaboutlearningcomplexrulesthroughimplicitstrategy.Theypointoutthatmostofthetime,participantscanrealizetheexistenceofcertainrulesinthedecisionmakingphaseoftheexperimentandmakejudgmentsaccordingtotheserules,whichmeansthattheknowledgethatparticipantsacquiredisnotentirelyimplicitbecausetheybecomeconsciousofcertainrules.Moreover,researchonthecompatibilityofconsciousnessandunconsciousnessinimplicitlearningtriestoshowthatcognitiveresourcesparticipateduringtheprocessofimplicitlearning.Grammaticalityjudgmenttestwhichispopularlyincorporatedinexplicitandimplicitlearningresearchisevaluatedfromthefollowingaspects:first,recognizethemistakesinungrammaticalsentences;second,correctthesentences;third,statewhichgrammarruleisviolatedandshowthedegreeofcertaintyabouthis/herjudgment.Intermsofthevalidityofgrammaticalityjudgmenttest,akeyquestioniswhatgrammaticalityjudgmentmeasures.Whenlearnersmakejudgmentsaboutsentencegrammar,whatkindofknowledgearetheyextracting,explicitknowledgeorimplicitknowledge,orbothofthetwo?Manyresearchershavefailedtogiveaclearanswertothisquestion.Besides,themeasurementoftheknowledgetypebygrammaticalityjudgmenttestdependsonthetimeusedinmakingjudgments.Iflearnerscanquicklyjudgewhetherasentenceisgrammatical,itisprobablythattheyarerelyingontheirimplicitknowledge.Ontheotherhand,iflearnershaveplentyoftimetomakejudgments,theyaremostlikelytohavereliedonexplicitknowledge.Theproblemismostgrammaticalitytestsdonottaketimeinconsideration.Certaintyassessmentcanaddcredibilitytotheexperiment.Forexample,provideparticipantswithfourchoices:completelygrammatical,probablygrammatical,completelyungrammaticalandprobablyungrammaticaltoobservewhetherthetypeofsecondlanguageknowledgelearnersarerelyingonwillinfluencetheirconfidence.Iflearnersrefertoexplicitknowledge,theyareinclinedtobedoubtfulaboutsomejudgments.Onthecontrary,iftheyrefertoimplicitknowledge,theyaremorelikelytobecertainwiththeirjudgments.Yetthisisarelativelyunexploredarea.Aspresentedabove,artificialgrammarandgrammaticalityjudgmenttestmainlyfocusonlanguageformsandignoremeaning.Moreover,thesetwomethodcannotaffirmativelymeasureexplicitknowledgeandimplicitknowledgebecauseduringtheprocessthesetwokindsofknowledgefrequentlyinterferewitheachotherandhaveinfluenceonfinalresults.Therefore,boththesetwomethodsofmeasurementhavelimitations.Inotherwords,validresearchmethodsundertheclassroomenvironmentarelacked.Themethodusedinthisresearchissentencetranslationwhichmainlyfocusesonthemeaningoftargetvocabularyanddoublenegativestructure.Inrecentyears,nationalpsychologistsandforeignlanguageteachingresearchershavemadegreatprogressinexpandingtheresearchrange.Theresearchtopicshavegainedincreasingdiversity.Forexample,Zhang(2004)conductedastudyonthedevelopmentofEnglishphonologicalawarenessofChinesechildrenagedfourtosixandimplicitlearning.ShediscussedthedevelopmentofEnglishphonologicalawarenessofChinesechildrenwholearnedEnglishatthebeginningstageandimplicitlearningexistedinthreeways:syllableawareness,onset-rhymeawarenessandphonemeawareness.Resultsindicatedthatonset-rhymeandphonemeawarenessdevelopedearlierthansyllableawarenessandtheyincreasedalongwithgraderising.Theexamresultsofonset-rhymeandphonemeawarenessonthelearnedandunlearnedmaterialwerenotsignificantlydifferent,whichindicatedthatimplicitlearningexistedinthecourseofEnglishphonologicalawarenessofChinesechildren.Li(2005)discussedtherelationshipbetweenexplicitandimplicitlearninginChineseteachingandputforwardssixcomparativeprinciples:naturalandcontrolled,appliedandlearned,blurryandclear,casualandsystematic,individualandstandardized,experientialandpractice-oriented.TheseprincipleshavegreatsignificanceinEnglishteachingaswell.Chinesescholarsmainlyfocusonempiricalstudiesofimplicitmemoryandimplicitlearning,aimingatbuildingupatheoreticalmodelformemorysysteminwhichconsciousnessandunconsciousnessarecombined(Wu&Yang,1994).Liu(1997)adoptedtheartificialgrammarlearningproposedbyReber(1976)toresearchimplicitlearninganditsabstractness.Guo(2003)exploredthedynamicdevelopmentduringtheimplicitlearningprocessaswellasitslastingeffects.Fromtheperspectiveofgrammarresearchonexplicitandimplicitlearning,GaoandDai(2004)conductedanempiricalresearchamonghighschoolstudentsontheacquisitionofrelativeclauseextrapositionbyChineselearnersofEnglish.TheystudiedtheeffectsofexplicitandimplicitinstructionortheteachabilityissuefromtheperspectiveofacquisitionofrelativeclauseextrapositionbyChineselearnersofEnglish.Theresultsshowed