On The Relation Between Explicit And Implicit Knowledge In Interlanguage Development In SLA-An Empirical Study Of CET4

This paper is devoted to an empirical study of the relation of codependency between explicit knowledge and implicit knowledge in L2 learner's interlanguage improvement. In this dissertation, by means of researching the interactive influence of learners' strategies and different associated output in learners' interlanguage improvement, the author tries to get an appropriate interface for the so-called Analytic Strategy and Experiential Strategy according to Stern (1990) in EFT practice, thus providing theoretical support for exploring strategy for the learners' interlanguage improvement in China.In the first chapter, the author firstly introduces some relevant theories as well as some hypotheses as to the relationship between 'explicit knowledge' vs. 'implicit knowledge'. Then the methodology of the experimental study is identified in the following chapter, while internal validity and external validity are well examined before the experiment was carried into execution. Chapter 3 gives a detailed report to the experiment states. In Chapter 4, the collected mathematic data about L2 learners' interlanguage proficiency are imposed into a one way ANOVA to see to what degree the different influences have been got from different EFT strategies. Then in the same chapter, the codependency between explicit vs. implicit knowledge is further discussed based on the natural features of L2 learner's interlanguage improvement. In Chapter 5, the last chapter, the associated findings of the topic issue are concluded, while some implications about the current study are presented as well.The findings of the research are as follows:a Formal SL instruction does not seem able to alter acquisition sequences, which may even, hinder subsequent development if SL learner's practical competence to manipulate L2 is ignored. On the other hand, instruction has what are possibly positive effects on SLA processes, clearly positive effects on the rate at which learners acquire the language, and probably beneficial effects on their ultimate level of attainment.b L2 learner's interlanguage development is a systematic, dynamic process, which is promoted forwards to the target language by the power resource derived from the permeable processes between implicit and explicit knowledge. Then in SLA, the ways to put emphasis just on implicit knowledge or explicit knowledge unilaterally is but one-sided.