The Application Of Implicit Learning Theory In Middle School Reading Teaching

A.S.Reber, the American psychologist, was the first one to put forward the theory of implicitlearning in1967, who said in his early writings: implicit learning is a kind of unconsciousprocess of obtaining complicate knowledge from the stimulation in the environment, which isquite different from explicit learning. While in China, more and more researchers define theimplicit learning as the learning process in which organisms get some experience through thecontact with the environment and thus change their behavior. The theory of implicit learninghas witnessed more than thirty years of studying and debating in China. Now researchers haverecognized that all studies contain the unconscious learning process--implicit learning. Sincefacing the bottleneck period of improving the teaching of Chinese reading in secondary school, alot of scholars and teachers at the forefront of Chinese education have found that theirpainstaking researches seem to have little effect on improving students’ reading abilities. Thereason is that we pay too much attention to teachers’"teaching" and ignore students’"learning".Since the criteria of teaching assessment are the reading knowledge and abilities that studentsfinally get, spending too much time on teachers means to major in the minor. Of course, thispaper doesn’t blindly deny that teachers make great achievements in "teaching". On the contrary,the author of the thesis thinks that it is very important for teachers to "teach". More importantly,teachers can teach students how to learn. Therefore, this paper tries to discuss reading teaching insecondary schools from the perspective of psychology. And basing on previous theoretical resultsand questionnaire, the author also explores the applications of implicit learning theory to theChinese reading teaching in the secondary school in order to service for it better. The authormainly offers a few of arguments in four chapters:The first chapter introduces the reasons of selecting this topic and the related researches onthe theory of implicit learning, including the researches of Chinese teaching in secondary schools.The research mentality and the research technique are also mentioned in it. The second part is thebeginning of the main part of the paper, in which the author reviews the historical developmentof implicit learning theory and the the main characteristics of it. What’s more, the author narratesthe theoretical basis of applying implicit learning theory to secondary school reading teaching,including Chinese reading their own "implicit", the new curriculum of secondary school Chinesereading teaching philosophy, cognitive learning theory. These theories play a solid foundation for applying the implicit learning theory to reading teaching in secondary school.The third chapterfocuses on the investigation of the present situation of the implicit learning applied to the readingteaching in secondary school and the analysis of the problems in it. In this chapter the authormakes a questionnaire. Hence the author also narrates the design of questionnaire, investigationmethods and the process of collecting the investigation data. After that, the author found outsome main problems and made a deep analysis on them. These important issues on the one handprovide the realistic basis for the research of secondary school language reading teaching and onthe other hand prove the necessity of applying the implicit learning theory in it. The last chapteris the most important chapter, which is about the proposal of the application of the implicitlearning theory in secondary school reading teaching. Before displaying the proposal, the authorstates the applicable conditions of the implicit learning theory, puts forward five applicationstrategies of the implicit learning theory in secondary school teaching learning and raisesproblems that need attention during the process of applying the implicit learning theory.As far as the author concerned, students cannot learn reading well just by teachers’explanation in class.The key of it is that students can treat reading as the necessities of theirlives. And how can students make it? It relies on the interest. So the success of introducing theimplicit learning into the reading depends on how teachers make good use of studentspsychology to cultivate their reading interests, expand their reading ranges and eventually attainthe education object of “influencing students silently” by the teaching of reading. As a result,teachers can achieve their education goals.