英语词汇及双重否定结构显隐性学习的实证性研究

中文题目_英语词汇及双重否定结构显/隐性学习的实证性研究外文题目AnEmpiricalStudyonExplicitandImplicitLearningofEnglishVocabularyandDoubleNegatives姓名学号导师研究方向第二语言习得专业英语语言学及应用语言学系别英语学院2015年4月15日AnEmpiricalStudyonExplicitandImplicitLearningofEnglishVocabularyandDoubleNegativesAThesisSubmittedToTheSchoolofEnglishandInternationalStudiesAndtheGraduateSchoolofBeijingForeignStudiesUniversityInPartialFulfillmentoftheRequirementsfortheDegreeofMasterofArtsBySupervisedbyProfessorBeijingForeignStudiesUniversityBeijing,ChinaApril15,2015北京外国语大学学位论文原创性声明和使用授权说明学位论文原创性声明本人郑重声明：所呈交的学位论文，是本人在导师的指导下，独立进行研究工作所取得的成果。除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的作品或成果，也不包含为获得北京外国语大学或其他教育机构的学位或证书撰写的或使用过的材料。对本文的研究做出重要贡献的个人和集体，均已在论文中以明确方式标明。本声明的法律结果由本人承担。论文作者签名：日期：年月日学位论文使用授权说明本人完全了解北京外国语大学关于收集、保存、使用学位论文的规定，即：按照学校要求提交学位论文的印刷本和电子版本；学校有权保存学位论文的印刷本和电子版，并提供目录检索与阅览服务；学校可以采用影印、缩印、数字化或其它复制手段保存论文。学校可以公布论文的全部或部分内容。论文作者签名：导师签名：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.摘要二语习得的学者对显性和隐性学习已经做了很多研究。早期的研究通常区分开这两个领域，强调显性学习和隐性学习的不同。但是，随着更深入的研究，许多研究者开始寻求两者各自的优势或把两者结合起来。显性和隐性学习在不同方面对习得过程都会产生影响，并且两者具有相互依存、相互转化和相互补充的紧密关系。本研究旨在对词汇和语法结构显性及隐性学习的不同进行实证研究。两组学生参与了实验。实验共分为四部分：前测，实验处理，测试，后测。前测是为了检验受试者是否已知实验中所用的目标词汇和语法结构。实验处理阶段分为两部分，第一组学生通过教师讲解对目标词汇进行显性学习，第二组学生通过教师讲解对目标双重否定结构进行显性学习。测试包括一篇阅读理解和句子翻译，阅读理解用于隐性学习，句子翻译用于观察学生通过显性策略和隐性策略对英语词汇和双重否定结构的学习。后测是为了研究对英语词汇和双重否定结构显性学习和隐性学习的持续效果。最后，对英语词汇和双重否定结构的显性学习和隐性学习作出了比较。结果表明，在显性和隐性学习策略中，学生都更容易进行词汇学习，并且，对词汇的记忆力具有相对更长的持久性。然而，学生很难通过隐性学习来进行双重否定结构的学习，而且对此结构的记忆持久性相对较短。关键词：显性学习，隐性学习，词汇，双重否定，测试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北京外国语大学学位论文原创性声明和使用授权说明 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“learning”,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