The Research On Interrelation Between Implicit Learnng And Explicit Learning On Chinese Children Learning English

Basing on the theory of implicit learning, the research explored the role of implicit learning and explicit learning as well as their interrelation on English speech sounds learning and syntax learning with task instructions manipulation and match-edit task manipulation to elicit implicit learning or explicit learning respectively. The conclusions reached are as follows:1. For English speech sounds learning of Chinese children(1) A learning effect occurred when implicit learning was used under the condition of opportune answering, while explicit learning benefited from inopportune answering.(2) Relatively speaking, explicit learning was affected by answering mode more easily than implicit learning. The knowledge acquired by implicit learning was not likely to be changed.2. For English syntax learning of Chinese children(1) Implicit learning and explicit learning were both inadequate for learning English syntax.(2) A synergistic learning effect occurred when both implicit and explicit learning were used. Explicit learning following implicit learning was sufficient for English syntax.(3) Implicit learning was insufficient for learning English syntax, no matter how hard it was.