Implicit Cognition Theory In The Perspective Of Language Teaching

The Implicit Cognition Theory is about unconscious psychological mechanism, including implicit leaning and implicit memory. Implicit learning is that the learner learns the indescribable and complicated knowledge unconsciously; implicit memory is that the learner possesses and use the acquired knowledge unconsciously. The Implicit Cognition Theory is related to the tacit knowledge theory . Tacit knowledge is complicated and indescribable knowledge , opposite to the definite knowledge. The knowledge learned through implicit learning and possessed in implicit memory is tacit knowledge .Chinese is a curriculum to cultivate the speech ability of the students. The cultivation of the ability depends on the knowledge carried by literary works. The meaning of Chinese is speech. Chinese knowledge is made up of language knowledge and speech knowledge, much of which is indescribable. The cultivation of speech ability has much to do with the acquirement of tacit knowledge. The performance of speech includes listening, speaking , reading and writing. When the speaker uses language to express content, the less he pays attention to the language forms, the more fluently he uses the language. The supreme state of speech ability is that one can express himself in the language unconsciously. The intuition of language is the unconsciousness of using language. In the view of the Implicit Cognition Theory, the three-dimensional meaning of the intuition of language: its emergence mechanism is implicit learning, the knowledge obtained is tacit knowledge, the application of it is the use of knowledge in implicit memory.Chinese teaching should utilize the Implicit Cognition Theory, the following is the application of it: First, we should pay more attention to the experiencing learning. This kind of learning means that the learner has a overall cognition about his study object, it includes implicit learning. The humane intension and tool qluality value of Chinese curriculum need experiencing learning. There aretwo kinds models: Firstly the students can get knowledge and ability through the practice of listening, speaking , reading and writing; secondly, the students can learn through cooperation and dialogue with the teacher and other students. Second, we should construct process-generating teaching conception, which means the teaching goal is reached during the process of meaningful speech communication. Based on the Implicit Cognition Theory, I create two teaching modes. The first kind is the cognitive flexibility teaching mode. When the teacher teaches complicated language concepts, he can use similar language materials to display the knowledge characteristics from various angles. In this way, the students can master the language concepts by implicit and explicit learning. The second kind is cognitive apprentice teaching mode. In class, the teacher demonstrates the process of solving problems, including reading and writing problems, by his professional ability. With observation and emulation, the students can acquire reading or writing knowledge and tactics knowledge. Third, we should apply encouraging appraisal and ability-centered appraisal. In the processing appraisal, we should pay attention to the encouraging function, mainly about the emotion of the students' performance in class and after class; in the final appraisal, we should make limited use of standard exam problems, and increase the quantity of subjective exam problems including reading and writing problems.