內隱／外顯教學和跨語言遷徒對華語為第二語言習得的影響

Implicit/Explicit Instruction Effects and Cross-linguistic Influence in the Second Language Acquisition of Chinese

本文對英語為母語的受試者對於內隱和外顯教學的差異效應進行了調查。主要的研究問題包括：一、對於學習和母語相似的語法結構，內隱教學是否對受試者比較有利？二、 對於學習和母語不同的語法結構，外顯教學是否對受試者比較有利？三十六位中文水平為初級的大學生參加了本實驗。他們被隨機地分成兩個實驗組：內隱教學組（沒有語法教學）和外顯教學習組（有語法教學）。本實驗習得的目標結構為否定詞（和受試者的母語有相同的中心語／分支方向）和時間副詞（和受試者的母語有相反的中心語／分支方向）。實驗結果顯示在否定詞習得上，內隱教學組和外顯教學組並沒有顯著性差異，然而在時間副詞的習得方面，內隱教學組和外顯教學組卻有顯著性差異。

This study investigates the effects of implicit and explicit instruction on native English speaker's acquisition of Chinese as a second language. Specifically, it addresses the following questions: 1) Will target structures similar to those in the learner's first language (L1) be learned better with implicit instruction? 2) Will target structures different from those in the learner's L1 be learned better with explicit instruction? Thirty-six college students who were beginner learners of Chinese participated in the experiment. They were randomly assigned to two experimental groups: the implicit group (without grammar instruction) and the explicit group (with grammar instruction). The target structures taught to the students included negation markers (with the same head/branching direction as in the participants' native language (L1)) and time adverbs (with the opposite head/branching direction of the participants' L1). The results showed no significant differences between the two groups in the acquisition of negation markers. However, the explicit group performed significantly better than the implicit group in the acquisition of time adverbs.