A Study On The Implicit Learning Of The Infants' English Phonological Awareness

The second language learning of child is the issue to which many researchers and educators pay close attention, and implicit learning is one of the study hotspots in the field of educational psychology. These two issues are combined logically in this research. The research mainly employs quasi-experiment study method with the necessary qualitative study method, including kinescope observation and interview. The subjects are the children aged 3-6 from the high class, middle class and low class of the kindergarten. The learning ways that the research designed is to watch English cartoon. Basing on the subjects' test scores on English phonological awareness, the research aims to probe the developmental characteristic of child in different age stages by watching different cartoon material and by learning in different modes, the implicit learning effect and it's impacting factors, as well as the implicit learning effect of child with different Chinese phonological awareness in different indicator of English phonological awareness, and to describe the child's emotion manifestation and behavior characteristic while watching English cartoon, as well as the degree of child's interests in the two cartoon styles.The conclusions of the research are as follows:1. There is the implicit learning effect on English phonological awareness when child watches English cartoon. The differences are significant among three grades, but the differences are insignificant between male and female in all indicators.2. Viewing the impact of cartoon style on the implicit learning effect, Disney' implicit learning effect is better than go-go's implicit learning effect for the child of the high class, but the differences are insignificant for the low class.3. The child's previous English experience impacts its English phonological awareness acquired by watching English cartoon.4. Chinese phonological awareness level impacts the whole English phonological awareness and its indicators slightly. The differences are significant between the high level group and the low level group on the indicators of phoneme omit and the whole phonological awareness; the differences are insignificant on the other indicators. The differences of the implicit learning effect are insignificant.5. The different learning modes impact phoneme omit significantly. But the differences ofthe two modes on the implicit learning effect of English phonological awareness are insignificant. For the child of high class under the two learning modes, differences are insignificant, but there are English phonological awareness and implicit learning effect; however, for the child of low class under the two learning modes, differences are significant on phoneme omit, there are not implicit learning effect. 6. Child can pay attention to cartoon while watching, but rarely follows to read actively.