中文題目_英語詞匯及雙重否定結構顯/隱性學習的實證性研究外文題目AnEmpiricalStudyonExplicitandImplicitLearningofEnglishVocabularyandDoubleNegatives姓名學號導師研究方向第二語言習得專業英語語言學及應用語言學系別英語學院2015年4月15日AnEmpiricalStudyonExplicitandImplicitLearningofEnglishVocabularyandDoubleNegativesAThesisSubmittedToTheSchoolofEnglishandInternationalStudiesAndtheGraduateSchoolofBeijingForeignStudiesUniversityInPartialFulfillmentoftheRequirementsfortheDegreeofMasterofArtsBySupervisedbyProfessorBeijingForeignStudiesUniversityBeijing,ChinaApril15,2015北京外國語大學學位論文原創性聲明和使用授權說明學位論文原創性聲明本人鄭重聲明：所呈交的學位論文，是本人在導師的指導下，獨立進行研究工作所取得的成果。除文中已經注明引用的內容外，本論文不含任何其他個人或集體已經發表或撰寫過的作品或成果，也不包含為獲得北京外國語大學或其他教育機構的學位或證書撰寫的或使用過的材料。對本文的研究做出重要貢獻的個人和集體，均已在論文中以明確方式標明。本聲明的法律結果由本人承擔。論文作者簽名：日期：年月日學位論文使用授權說明本人完全了解北京外國語大學關于收集、保存、使用學位論文的規定，即：按照學校要求提交學位論文的印刷本和電子版本；學校有權保存學位論文的印刷本和電子版，并提供目錄檢索與閱覽服務；學校可以采用影印、縮印、數字化或其它復制手段保存論文。學校可以公布論文的全部或部分內容。論文作者簽名：導師簽名：日期：年月日日期：年月日AcknowledgementsThisthesiscouldnotbefinishedwithoutthehelpandsupportofmanypeoplewhoaregratefullyacknowledgedhere.Attheveryfirst,I'mhonoredtoexpressmydeepestgratitudetomydedicatedsupervisor,withwhoseguidanceIcouldhaveworkedoutthisthesis.Shehasofferedmevaluableideas,suggestionsandcriticismswithherprofoundknowledge.Herpatienceandkindnessaregreatlyappreciated.Ihavelearntfromheralotnotonlyaboutthesiswriting,butalsotheprofessionalethics.I'mverymuchobligedtohereffortsofhelpingmecompletethethesis.What'smore,Iwishtoextendmythankstomyclassmates,WangMengyiandJiangSiyu,whoneverfailedtogivemegreatencouragementandsuggestions.Besides,I’mquitegratefulforallmystudentsinBeijingUniversityofChineseMedicine.Withouttheircooperation,Icouldn’thavefinishedthisthesis.Atlast,Iwouldliketothankmyfamilyfortheirsupportallthewayfromtheverybeginningofmystudy.Iamthankfultoallmyfamilymembersfortheirthoughtfulnessandencouragement.摘要二語習得的學者對顯性和隱性學習已經做了很多研究。早期的研究通常區分開這兩個領域，強調顯性學習和隱性學習的不同。但是，隨著更深入的研究，許多研究者開始尋求兩者各自的優勢或把兩者結合起來。顯性和隱性學習在不同方面對習得過程都會產生影響，并且兩者具有相互依存、相互轉化和相互補充的緊密關系。本研究旨在對詞匯和語法結構顯性及隱性學習的不同進行實證研究。兩組學生參與了實驗。實驗共分為四部分：前測，實驗處理，測試，后測。前測是為了檢驗受試者是否已知實驗中所用的目標詞匯和語法結構。實驗處理階段分為兩部分，第一組學生通過教師講解對目標詞匯進行顯性學習，第二組學生通過教師講解對目標雙重否定結構進行顯性學習。測試包括一篇閱讀理解和句子翻譯，閱讀理解用于隱性學習，句子翻譯用于觀察學生通過顯性策略和隱性策略對英語詞匯和雙重否定結構的學習。后測是為了研究對英語詞匯和雙重否定結構顯性學習和隱性學習的持續效果。最后，對英語詞匯和雙重否定結構的顯性學習和隱性學習作出了比較。結果表明，在顯性和隱性學習策略中，學生都更容易進行詞匯學習，并且，對詞匯的記憶力具有相對更長的持久性。然而，學生很難通過隱性學習來進行雙重否定結構的學習，而且對此結構的記憶持久性相對較短。關鍵詞：顯性學習，隱性學習，詞匯，雙重否定，測試AbstractExplicitandimplicitlearninghavelongbeenresearchedbyscholarsofsecondlanguageacquisition.Theearlystudiesmostlydividethetwoareas,emphasizingthedifferencebetweenexplicitandimplicitlearning.However,withfurtherexploration,manyresearchersstarttosearchfortheadvantageofeachoneorjointhetwotogether.Ithasbeenrealizedthatexplicitandimplicitlearningbothhaveinfluenceonacquisitionprocess,althoughindifferentaspects,andthetwopossessacloserelationshipofmutualreliance,mutualtransformationandmutualcomplement.Thisresearchisdevotedtostudythedifferencesbetweenimplicitandexplicitlearningonvocabularyandgrammaticalstructures.Twogroupsofstudentsareinvolved.Thentheexperimentisdividedintofourparts:apre-test,thetreatment,afollowingtestandapost-test.Thepurposeofthepre-testistotestwhetherthetargetvocabularyandstructureusedintheexperimenthavealreadybeenknowntotheparticipants.Thetreatmentisdividedintotwosectionswithstudentsofgrouponebeingexposedtoanexplicitteachingmethodologythroughelaborationontargetvocabularyandstudentofgrouptwobeingexposedtoanexplicitteachingmethodologythroughillustrationontargetdoublenegativestructures.ThefollowingtestprovidesareadingpassageforimplicitlearningandsentencetranslationtoobservetheirlearningofEnglishvocabularyanddoublenegativesthroughbothexplicitstrategyandimplicitstrategy.Thepost-testistoresearchtheposterioreffectsofexplicitlearningandimplicitlearningofEnglishvocabularyanddoublenegatives.Finally,acomparisonwasmadebetweenexplicitlearningandimplicitlearningofEnglishvocabularyanddoublenegatives.Theresultsshowthatvocabularyiseasierforstudentstolearnthroughbothexplicitandimplicitstrategiesandithasacomparativelylongerretentioninmemory.However,doublenegativescanbehardlylearnedthroughimplicitlearningandtheyhaverelativelyshortdurationinmemory.Keywords:Explicitlearning,Implicitlearning,Vocabulary,Doublenegatives,TestTableofContents北京外國語大學學位論文原創性聲明和使用授權說明 iAcknowledgements ii摘要 iiiAbstract ivChapter1Introduction 1Chapter2LiteratureReview 22.1Studiesonexplicitandimplicitlearning 22.1.1Theoriesofexplicitandimplicitlearning 32.1.2Empiricalstudiesofexplicitandimplicitacquisition 62.1.3Theimplicitandexplicitlearningmechanismsinsecondlanguageteaching 10Chapter3Methodology 143.1Researchdesign 143.2Participants 153.3Instruments 163.3.1Targetforms 163.3.2Materialfortests 193.4Procedure 203.4.1Pre-test 203.4.2Test 213.4.3Post-test 223.5Dataanalysis 233.5.1Evaluationstandard 233.5.2Statisticalanalysisofdata 24Chapter4ResultsandDiscussion 254.1AnalysisofData 254.1.1ResultsofthePre-test 254.1.2ResultsoftheTest 264.1.3ResultsofthePost-test 294.1.4Acomparisonbetweenresultsofthetestandthepost-testwithineachclass 304.2DiscussionoftheResults 32Chapter5Conclusions 35References 37Appendices 39Appendix1 39Appendix2 40Appendix3 43Chapter1IntroductionImplicitandexplicitlearningmechanismshavereceivedincreasingattentioninsecondlanguageacquisition.Theearlyresearchmostlydividesthetwoareas,emphasizingthedifferencebetweenexplicitandimplicitlearning.However,withfurtherexploration,manyresearchersstarttosearchfortheadvantagesofeachoneorjointhetwotogetherbecausetheyrealizethetwomechanismshaveinterrelatedinfluences.Earlystudiesonexplicitandimplicitlearningmainlyfocusonlistening,readingandgrammar.Somecoverthefieldofvocabularyacquisition.However,mostempiricalresearchisconfinedtoeithervocabularyorgrammaracquisition.Fewstudybothvocabularyandgrammartomakeacomparisonbetweendifferentstructuresthroughexplicitandimplicitlearning.Therefore,theauthorstrivestofillthisgapandmakesacomparativestudyofvocabularyanddoublenegativeslearningthroughexplicitandimplicitlearningstrategytoexaminewhethertherearedifferencesbetweenvocabularyanddoublenegativeslearning.Inthefieldofvocabularylearning,increasingresearchhaspaidattentiontoincidentallearningwhichbelongstoimplicitlearningstrategy.Vocabularycanbeimplicitlylearnedbystudents,whichhasbeenprovedbymanyempiricalstudies.However,vocabularyanddoublenegativesaretwodifferentstructureswiththeformeronebeingonewordandthelatteronebeingusuallyagrammaticalstructurewithseveralwords.Agrammaticalstructure,doublenegativesinthiscase,hasahigherlevelofdifficultyintheprocessoflearningbecauseitrequiresacombinationofthemeaningofdifferentwordsandmustbecomprehendedasawhole.Therefore,theauthorwonderswhetherthelearningstrategywhichappliestovocabularylearninghasthesameeffectondoublenegativeslearningsincethesetwohavedifferentlevelofdifficulty.TheauthorofthispaperreplicatestheempiricalstudyofVirginiaM.Scott(1989)andstrivestoexploretherelationshipbetweenvocabularyanddoublenegativeslearningthroughexplicitandimplicitstrategies.Sincedoublenegativesisamorecomplicatedstructurethanvocabularyintheprocessoflearning,thisstudywillgenerallyindicatewhethergrammaticalstructureswithdifferentleveloflearningdifficultyshouldbelearnedthroughdifferentlearningstrategies.Moreover,italsohasimplicationsonteachingintermsofmakingchoicesaboutteachingstrategy.Chapter2LiteratureReview2.1StudiesonexplicitandimplicitlearningSincethe1990s,therehavebeennumerousstudiesonthedevelopmentofInterlanguagesysteminvolvingsuchnotionsasexplicitness,implicitness,consciousness,subconsciousness,intentionallearning,unintentional/incidentallearning,andinterface.Manystudieshavebeendoneinthesecondlanguageacquisitionareaonsecondlanguageacquisitionalpattern.Forexample,Selinker(1972)discussessometheoreticalpreliminariesforresearchersconcernedwiththelinguisticaspectsofthepsychologyofsecondlanguagelearningandproposestheconceptof“interlanguage”;Krashen(1981,1983,1985)haselaboratedatheorythatrestsonadistinctionbetweentwoindependentprocesses,genuinelearning,called“acquisition”,whichissubconscious,andconscious“learning”,whichisoflittleuseinactuallanguageproductionandcomprehention.Healsoputsforwardthetheoryof“comprehensibleinputhypothesis”;McLaughlinetal.(1983)statesthatthebasicpostulateofinformationprocessingtheoriesisthathumansarelimitedcapacityprocessorsofinformation;Gass&Selinker(1992)findthattransferisapsychologicaltermandisgenerallyregardedastheinfluenceofsomekindoflearningontheothersandthatalotofresearchrevealsthatanyonewhowantstooffersufficientinterpretationofsecondlanguageacquisitionhastotakethecriticalfactorlanguagetransferintoconsideration;White(1991)claimsthatsecondlanguagelearnersoftenreceivenegativeevidenceaboutthetargetlanguageintheformofexplicitand/orimplicitinstruction;Doughty&Long(2003)aswellasWhite(2003)statesthatsecondlanguageacquisitionisagrowingfield,encompassingavarietyofperspectivesonhowlangugaesarelearned,includinginterlanguagepragmaticsandapproachesinappliedlinguistics,aswellasgenerativeapproaches.However,Therecognitionofthepsychologicalconsciousnessofsecondlanguagelearnersasthecentralissueofsecondlanguageacquisitionresearchhasmerelybeenseenonstageforabouttenyears(Gass,Svetics&Lemelin,2003).Withthisrecognitionofpsychologicalconsciousness,explicitandimplicitmechanismsinEnglishlearninghavedrawnincreasingattentionandarebeingappliedintheteachingofEnglishaswell.Therefore,fromboththeoreticalandapplyingperspectives,theunderstandingofthedifferencesbetweenandthefunctionsofexplicitandimplicitlearningmechanismisofgreatsignificance.Ithasbeenalongtimesinceexplicitandimplicitlearninghavebeenthefocusofcognitivepsychologists.Theearlystudiesmostlydividethetwoareas,emphasizingthatexplicitandimplicitlearningaretwoabsolutelydifferentlearningprocesses.However,withfurtherexploration,manyresearchersnolongeremphasizethedifferencesbetweenexplicitandimplicitlearning.Instead,theystarttosearchfortheadvantagesofeachoneorjointhetwotogether.Ithasbeenrealizedthatexplicitandimplicitlearningbothhaveinfluenceonacquisitionprocess,althoughindifferentaspects,andthetwoprocessacloserelationshipofmutualreliance,mutualtransformationandmutualcomplement.2.1.1TheoriesofexplicitandimplicitlearningImplicitlearningofsecondlanguageistheprocessofsubconsciouslylearninglanguageknowledgewithoutpayingattentiontothetargetstructurethroughtheaccesstocomplexlanguagematerials.Childrengainknowledgeofintonation,semanticmeaningandsyntacticrulesthroughcommunicationwithpeopleatthebeginningoftheirfirstlanguageacquisition.Reber(1976)considersthekeyofimplicitlearningasthelackoflearnerconsciousnessaboutthetargetstructureoneislearning.explicitlearningreferstotheprocessinwhichonehastomakeeffortsandtakecertainmeasurestofinishthelearningtask.Insecondlanguagelearning,explicitlearningismainlyachievedthroughtheinstructionoflanguagerulesintheclassroom.Comparedwithimplicitlearningwhichisautomatic,abstractandstable,explicitlearningisrelativelymotivated,consciousandcontrollable.Fromtheperspectiveoftherelationshipbetweenexplicitandimplicitlearning,threeviewsexistinsecondlanguageacquisitionresearcharea.First,the“Nointerfacetheory”hasgainedpopularitywithKrashenasarepresentative.Thistheoryaimsatexplainingthegapbetweenexplicitknowledgeandlanguageuse.Itbelievesthattheformalin-classinstructioncannotpromoteacquisitionofimplicitknowledgewhichisrequiredbydailycommunication.Moreover,itproposesthatthetaskofsecondlanguageteachingistoprovidelearnerswithalargeamountofcomprehensibleinputinsteadoftheexplicitinstructionofgrammaticalrulesandrunningdrillsforpractice.Second,the“Interfacetheory”hasbeenwidelyacceptedwithBialystokandMclaughlinasrepresentatives.Itrecognizesthemutualtransformationofexplicitandimplicitknowledge.Besides,itbelievesthatthelearningandpracticeofexplicitknowledgecanpromotetheacquisitionofcertainlanguagerulesandthatpracticecancompensateforthegapbetweenexplicitknowledgeandlanguageusage.Third,theneutralviewwhichisalsoknownasthe“weakinterfacetheory”hasR.Ellisasarepresentative.Itholdsthatexplicitlearningcanhelplearnersnoticethegapbetweenlanguageinputandlanguageoutputbyapplyingconsciousnessraisingstrategy.However,theimprovementresultedfromsystematicpracticeisconfinedtotheaspectsofitemlearningandlanguagefluency.Inaword,thefocusofthethreeviewsaboveiswhetherexplicitknowledgecantransformintoimplicitknowledgethroughpractice.R.Ellis(2005a),Faerch&Kasper(1987)andFaerchetal.(1984)allopposethestrictdistinctionbetweenexplicitnessandimplicitnessoflanguageknowledge.Instead,theyaremoreinclinedtoregardingthetwoaslocatinginacontinuumbecausesomeknowledgeexistsinbothformsatthesametime.Theauthorofthispaperagreeswiththe“interfacetheory”andbelievesthatexplicitlearningcanpromotethelearningofcertainlanguagerules,especiallycomplicatedruleswhichcannotbenoticedthroughimplicitlearning.Fromtheperspectiveoftherelationshipbetweenexplicitandimplicitlearning,severalconceptsareimportant.Forexample,directivityandcontrollabilityoflearningmotivationanddistinctionanddurationoflearningtaskarerepresentativeaspects.Implicitlearningistheprocessofacquiringknowledgewithoutconsciousness.Theknowledgeresidesinthebrainasanimplicitstorageandcanbeautomaticallyextractedintousagewhennecessary.However,explicitlearningemphasizesconsciousnessandcontrollability.Itproposesthatlanguageknowledgeshouldbeaddedtomemorythroughrepeatedreviewofthelanguagematerials.Insecondlanguageacquisition,explicitlearningmainlyreferstothememorizationofwordsandgrammaticalruleswithpurpose;whileimplicitlearningreferstothewaythatlearnersfocusonmeaninginsteadofformoflanguageinsomecommunicativeactivities.Thestudiesonconsciouslearningandunconsciouslearningarelackofvalidtheoreticalexplanationandtheyaremainlyconfinedwithintheaspectofvocabularyacquisition.(Krashen,1989;Ellis,1994;Zahar,1999;Hulstijn,2001)Explicitandimplicitknowledgerelyoncompletelydifferentaccessmechanismsandtheypresentdissimilarphysiologicalbasis.Althoughlearningprocessistosomeextentrelatedtoknowledgetype,thedistinctionbetweenthetwokindsofknowledgeisfrequentlyindependentfromthedifferencebetweenexplicitandimplicitlearningprocess.Implicitknowledgecanbeautomaticallyextractedwhereas,explicitknowledgeisconcernedwithcontrolment.AsKrashen(1989)hasmentioned,explicitknowledgeismerelyusedtomonitorlanguageoutputwhichisacquiredthroughimplicitknowledge.However,theexplicitknowledgeisusuallyinaccurate.Learnerscandevelopdeepnessoftheirexplicitknowledgeonlythroughcontinuousaccumulationoflanguagerulesandapplicationunderdifferentlanguagecircumstances.theirunderstandingoftheserulescanbeinaccurate.Forexample,thereisover-generalizationandunder-generalization.Concerningtherelationshipofexplicitandimplicitknowledge,DeKeyser(1997)believesthatprogrammedexplicitknowledgecanberegardedasthe“functionalcounterpart”ofimplicitknowledge.Paradis(2004)claimsthatexplicitlanguageknowledgecannotbetransformedintoimplicitlanguagecompetenceunderanycircumstance.Infact,learnersextractlanguageknowledgefromthetwokindsofknowledgesourcesdistinctivelywhentheyexecutedifferentlanguagetasks.Fromtheperspectiveofimplicitandexplicitmemory,therelationshipisanevenmorecomplicatedissue.Forexample,weusuallyknowhowtorideabike.Yetitisdifficulttoexplainthefullprocedureofhowweactuallyrideit.Therefore,theskillofridingabikemostlyreliesonimplicitmemory.Explicitmemoryisassociativeknowledgewhichisfrequentlyconnectedwithinformationthathasalreadybeenstoredinthebrain.Implicitmemory,ontheotherhand,isusuallycloselyrelatedwithathleticskills,conditionedresponsesandhabituation.Studiesonimplicitmemoryincludechildlanguageacquisition,artificialgrammaracquisition,primingeffectandskillacquisition,etc.Primingeffectisconsideredapersuasiveevidenceforimplicitlearning.Itmainlystudiesthepositiveornegativeinfluenceofstimulationonfollowingbehaviorsconcerningtheaspectsofvision,space,phonemeandsemanticmeaning.Thegroupwhichisexposedtostimulationofthetargetitemshasbetterperformanceinlaterteststhanthegroupwhichisnotgivenanystimulationbutmerelyanexplicitillustrationoftargetitemsbeforethetests.Theresultofresearchesindicatesthatimplicitmemorywhichiscoveredbyprimingeffecthasmoredurationthanexplicitmemory.Besidesimplicitmemory,incidentallearningisalsoanimportantpartofimplicitlearning.It

islearningthattakesplacewithoutanyintenttolearnandalmostalwaystakesplacealthoughpeoplearenotalwaysconsciousofit.(Marsick&Watkins,1990).Ithaslongbeenafocalpointinsecondlanguageacquisitionstudies,amongwhichincidentalvocabularylearninghasattractedalotofattention.Coady(1997)proposesthatinincidentallearning,mostwordsarelearnedgraduallythroughrepeatedexposuresinvariousdiscoursecontexts.WescheandParibakhtps(1999)defineincidentalvocabularylearningastheprocessinwhichlearnersfocusoncomprehendingmeaningofreadingandlisteningcontextsratherontheexplicitgoaloflearningnewwordsandacquirevocabularyonlyasaby-product;whileintentionalvocabularylearningmeansthefocalattentionduringthelearningprocessofthetargetvocabulary.Vocabularyislearnedasaby-productofanotheractivitywithoutthelearners’consciousdecision,orintentiontolearnthewords.Theresearchersalsostressthesignificanceofincidentalvocabularylearning.SwanbornandGlopper(2002)arguethatincidentallearningcouldresultfromtaskorpurposedemandswhichcauselearnerstofocusonspecificfeaturesofinputwhicharecrucialforlearning.Althoughtheresearchofincidentallearningisfruitful,theseresearchersmerelyfocusedononepartofimplicitlearninganddidnotexploretherelationshipbetweenexplicitandimplicitlearningwhichtheauthorthinkshavemutualrelianceoneachother.2.1.2EmpiricalstudiesofexplicitandimplicitacquisitionEmpiricalstudiesonexplicitandimplicitlearninghaveachievedgreatprogressinrecentdecades.Thefrequentlyusedexperimentalmethodsareartificialgrammar,probabilitylearningandlanguageaptitudetest.However,nomeasurementtoolhasbeenunanimouslyconsideredaseffectivesofar.Manykindsofresearchmethodshavebeenincorporatedinthestudyofexplicitandimplicitlearning.Inthefieldofimplicitlearning,artificialgrammar,probabilitylearning,controlofcomplexsystemandinstantaneouslanguagegenerationtaskareapplied.Meanwhile,languageaptitudetest,grammaticalityjudgmenttest,meta-languagetestandoralstatementareincorporatedintheresearchofexplicitlearning.Artificialgrammartesttriggersexplorationoftheabstractionandimplicitnessofknowledge.Intermsofabstractness,somescholarsrefutethatinartificialgrammarlearningexperiments,learnersmerelymasterconcretesegmentsinsteadofabstractrules.Mathewsetal.(1989)andShanksetal.(1997)applieartificialgrammartaskintheirresearchandfoundoutthattheeffectofimplicitlearningwasinfluencedbytheproximityoftestingfactors.Consideringimplicitness,twoquestionsneedtobeanswered.First,isartificialgrammarlearningimplicit?Second,istheknowledgethatparticipantsacquiredimplicit?Someotherscholarsdoubtaboutlearningcomplexrulesthroughimplicitstrategy.Theypointoutthatmostofthetime,participantscanrealizetheexistenceofcertainrulesinthedecisionmakingphaseoftheexperimentandmakejudgmentsaccordingtotheserules,whichmeansthattheknowledgethatparticipantsacquiredisnotentirelyimplicitbecausetheybecomeconsciousofcertainrules.Moreover,researchonthecompatibilityofconsciousnessandunconsciousnessinimplicitlearningtriestoshowthatcognitiveresourcesparticipateduringtheprocessofimplicitlearning.Grammaticalityjudgmenttestwhichispopularlyincorporatedinexplicitandimplicitlearningresearchisevaluatedfromthefollowingaspects:first,recognizethemistakesinungrammaticalsentences;second,correctthesentences;third,statewhichgrammarruleisviolatedandshowthedegreeofcertaintyabouthis/herjudgment.Intermsofthevalidityofgrammaticalityjudgmenttest,akeyquestioniswhatgrammaticalityjudgmentmeasures.Whenlearnersmakejudgmentsaboutsentencegrammar,whatkindofknowledgearetheyextracting,explicitknowledgeorimplicitknowledge,orbothofthetwo?Manyresearchershavefailedtogiveaclearanswertothisquestion.Besides,themeasurementoftheknowledgetypebygrammaticalityjudgmenttestdependsonthetimeusedinmakingjudgments.Iflearnerscanquicklyjudgewhetherasentenceisgrammatical,itisprobablythattheyarerelyingontheirimplicitknowledge.Ontheotherhand,iflearnershaveplentyoftimetomakejudgments,theyaremostlikelytohavereliedonexplicitknowledge.Theproblemismostgrammaticalitytestsdonottaketimeinconsideration.Certaintyassessmentcanaddcredibilitytotheexperiment.Forexample,provideparticipantswithfourchoices:completelygrammatical,probablygrammatical,completelyungrammaticalandprobablyungrammaticaltoobservewhetherthetypeofsecondlanguageknowledgelearnersarerelyingonwillinfluencetheirconfidence.Iflearnersrefertoexplicitknowledge,theyareinclinedtobedoubtfulaboutsomejudgments.Onthecontrary,iftheyrefertoimplicitknowledge,theyaremorelikelytobecertainwiththeirjudgments.Yetthisisarelativelyunexploredarea.Aspresentedabove,artificialgrammarandgrammaticalityjudgmenttestmainlyfocusonlanguageformsandignoremeaning.Moreover,thesetwomethodcannotaffirmativelymeasureexplicitknowledgeandimplicitknowledgebecauseduringtheprocessthesetwokindsofknowledgefrequentlyinterferewitheachotherandhaveinfluenceonfinalresults.Therefore,boththesetwomethodsofmeasurementhavelimitations.Inotherwords,validresearchmethodsundertheclassroomenvironmentarelacked.Themethodusedinthisresearchissentencetranslationwhichmainlyfocusesonthemeaningoftargetvocabularyanddoublenegativestructure.Inrecentyears,nationalpsychologistsandforeignlanguageteachingresearchershavemadegreatprogressinexpandingtheresearchrange.Theresearchtopicshavegainedincreasingdiversity.Forexample,Zhang(2004)conductedastudyonthedevelopmentofEnglishphonologicalawarenessofChinesechildrenagedfourtosixandimplicitlearning.ShediscussedthedevelopmentofEnglishphonologicalawarenessofChinesechildrenwholearnedEnglishatthebeginningstageandimplicitlearningexistedinthreeways:syllableawareness,onset-rhymeawarenessandphonemeawareness.Resultsindicatedthatonset-rhymeandphonemeawarenessdevelopedearlierthansyllableawarenessandtheyincreasedalongwithgraderising.Theexamresultsofonset-rhymeandphonemeawarenessonthelearnedandunlearnedmaterialwerenotsignificantlydifferent,whichindicatedthatimplicitlearningexistedinthecourseofEnglishphonologicalawarenessofChinesechildren.Li(2005)discussedtherelationshipbetweenexplicitandimplicitlearninginChineseteachingandputforwardssixcomparativeprinciples:naturalandcontrolled,appliedandlearned,blurryandclear,casualandsystematic,individualandstandardized,experientialandpractice-oriented.TheseprincipleshavegreatsignificanceinEnglishteachingaswell.Chinesescholarsmainlyfocusonempiricalstudiesofimplicitmemoryandimplicitlearning,aimingatbuildingupatheoreticalmodelformemorysysteminwhichconsciousnessandunconsciousnessarecombined(Wu&Yang,1994).Liu(1997)adoptedtheartificialgrammarlearningproposedbyReber(1976)toresearchimplicitlearninganditsabstractness.Guo(2003)exploredthedynamicdevelopmentduringtheimplicitlearningprocessaswellasitslastingeffects.Fromtheperspectiveofgrammarresearchonexplicitandimplicitlearning,GaoandDai(2004)conductedanempiricalresearchamonghighschoolstudentsontheacquisitionofrelativeclauseextrapositionbyChineselearnersofEnglish.TheystudiedtheeffectsofexplicitandimplicitinstructionortheteachabilityissuefromtheperspectiveofacquisitionofrelativeclauseextrapositionbyChineselearnersofEnglish.Theresultsshowed