The Development And Use Of Junior Students' Tacit Knowledge

The extension of learning equals the extension life. Life is full of the language quality which is closely connected with life against of the new round of the curriculum reform. So, in this paper, students'tacit language knowledge is in their mind and very personal. Students'don't realize them. They are hard to express by words, and to share with others. But the tacit language knowledge influences or dominates their language learning behavior. The value of students'tacit language knowledge possesses the characteristic of duality. That is to say, some tacit language knowledge is good for the language learning behavior, but some is bad for it. So, in the course of teaching we should make full use of its active influence, and at the same time oppress its negative use.This paper applyed the method of qualitative research. It focus on the teaching of a language teacher. The author tailed and examined his teaching in the classroom. Talk with him and his students, and perspective the students'tacit language knowledge. Then the author explored the effective ways of developing and utilizing the tacit knowledge, thus analyze the advantage conditions and ensurance of developing and using this kind of knowledge.According to the author's tailing and examination, students'tacit language knowledge exists widely, pervading every learning aspect of students of listening , speaking , reading and writing. Because Y is a teacher who has many new educational ideas and has a knowledge of the tacit knowledge. He can still consciously pay attention to students'tacit knowledge. Some effective ways of developing and utilizing students'tacit language knowledge are extracted from the teachers'class which is in the natural context. They mainly include the following points. First, the contexts are created skill fully to stimulate students'tacit knowledge which they grasped. Second, the tacit language knowledge is acquired in the experience of language practice. Third, the tacit language is made exposed by dialogue. On this base, further more the author analyzed the advantage conditions and ensurance of developing and using the kind of knowledge. Second, reshape the view of language teaching course. Third, return the main role of students. Fourth, change traditional evaluative mode.Because this paper applyed the qualitative research, and it is limited in a research objective, its purpose isn't to structure a great theory. The author hopes it can cause the readers attention and thinking. And it can good for our language teaching and learning.