A Study And Intervention Of The Implicit English Cognition On Primary And Secondary School Students

With further research of the implicit social cognition,some investigatores began to explore the implicit disciplines cognition.However,there are fewer relevant studies.In modern society,English is more important than other subjects,because it is one of the necessary ability to further study and find a good job with high salary.Primary and secondary stages are important phrases to lay good foundation in English,so it has important theoretical and practical significance to research implicit English cognition of primary and secondary school students.Psychological cognitive of disciplines were influenced not only by experience and level of cognitive development,but also by educational environment of the family and school as well as the impact of cultural atmosphere of society.Learning experience closely links with specifies disciplines,and different disciplines have different knowledge structures and epistemological assumptions,so students have different implicit cognitiones in different disciplines.With the continuous accumulation of experience of learning activities and raise of the level of cognitive development,students in different stages have different implicit cognition in different disciplines.From the view of psychological cognitive of English,the paper adopted two types of Implicit Association Test with English-mathematics and English-Chinese as the comparing concept vocabulary.Then,From implicit English attitude,implicit English self-identification and implicit English gender stereotypes three aspects,it studied implicit English cognition on 60 primary and 300 secondary school student.On this basis,used technology of Subliminal Evaluation Conviction to 50 subjects to investigate whether implicit disciplines gender stereotypes of high school student can be changed.The results showed that students at different stages have similarities and differences in implicit English attitude,implicit English self-identification,and implicit English gender stereotypes.Through this study,several conclusions can be include: 1 In the whole,primary and secondary school students had no difference in implicit attitudes of English and mathematics;there Was also no significantly difference between implicit English self-identification and implicit mathematics self-identification.Compared with Chinese,students had more negative implicit English attitudes and lower implicit English self-identification.2 Enter to secondary school,students with different gender and disciplines showed some characteristics of their own in implicit English attitudes and implicit English self-identification.Compared with the mathematics,grils had more positive implicit English attitude and higher degree of implicit English self-identification;boys showed no significantly positive or negative orientation in implicit English attitude,and did not tend to identify English or mathematics;Liberal arts students had more positive implicit English attitude,but Science students showed no significantly positive or negative tendency.3 Implicit disciplines gender stereotypes has not yet been formed in primary school students.With the deepening of learning,it formed and emerged.High school students generally had implicit disciplines gender stereotype that girls were good at English and boys did well in mathematics.4 Implicit English attitudes and implicit English self-identification had a significantly positive correlation.They had no significantly correlation with implicit English gender stereotypes.5 There was no significantly correlation between Implicit English cognition and English scores.6 Intervention study had shown that technology of Subliminal Evaluation Conviction could weaken implicit English gender stereotypes,but the result was not significant.