An Empirical Study On The Relationship Between Explicit Knowledge And Implicit Knowledge In Grammar Learning Among Senior High School Students

This paper mainly studies the relationships between explicit knowledge and implicit knowledge,especially the conversion between the two through oral imitation test and metalinguistic knowledge test.There are 50 senior high school students taking part in this study which includes implicit or explicit knowledge of 17 grammatical structures.On the basis of the statistical analysis about correct ratio of every participant’s grammatical item,we can make a conclusion that explicit knowledge has relatively higher correspondence and transformation ratio than implicit knowledge,which shows that most implicit knowledge is transformed by explicit knowledge when high school students learn the foreign language in non-target language environment.Subjects mainly have a good mastery of the language structure,but differ greatly in some special grammar projects which have the commonness and the personality.The grammar projects which are hard for subjects to grasp usually lack complete and systematic rules,or the grammar is hard to learn although the grammar has scientific rules but the project itself is hard.Therefore,this research shows that the learning and programming degree of explicit foreign language will be influenced by the self-structure of language in certain degree.This study confirms the interface theory which holds that explicit knowledge can transform into implicit knowledge on one hand,and it also gives references for the teachers and students about the language teaching and learning on the other hand.