对初中英语“外显”、“内隐”阅读教学的研究

991). However, sometimes it can be transferred asexplicit knowledge by learners themselves to others.Explicit knowledge is objective and specific. The explicit knowledge welearned can be presented or delivered through books, words, booklets, or other forms(Ellis R 1994: 79-114). It is controllable and learnable. In addition, the explicitknowledge is easy to be affected, for instance, by individual’s memory or analyticalability.Implicit knowledge is much more complicated than explicit knowledge. Theway to express implicit knowledge is to show the practical intelligence (DaiManChun 2005:101-111). It is the ability to find the best fit between oneself and thedemands of one’s environment, use acquired knowledge and put problems inreal-world context. The practical intelligence can be showed in daily life. Whensolving some practical problems, we can see that good practical intelligence showsup. So this is implicit knowledge. It exists in our brains, and can not be presented.Individual possesses this kind of knowledge through practice, comprehension orexperience by himself (Corder S P 1973). Here are some features of implicitknowledge.
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2.2 English Reading
Reading is the cognitive process of decoding symbols to derive meaning.English reading is one of the main channels through which we acquire informationand knowledge and is the ability which must be mastered by students in junior highschool. Different experts have different opinions on English reading.Psychologists focus on the inner psychological process of reading, because theyconsider reading as the interaction between people’s language and mind (HuangHeBin 1997). When reading, reader acquires some complex symbols from letters orsentences, choosing the most needed simple information; and then the information is processed by our brain; finally, it becomes something that we understand. Throughthis process, it is easy for reader to comprehend words. So psychologists hold theopinions that reading is the interaction between language and psychology (Skehan P2002).Language is the system of complex symbol and structure. Behaviorists considerreading as a language communication process. Symbols from the material motivateextensive absorption when we are reading (Schmitt N 1997). And reading is kind ofthe same like oral training, instead of that the objection is not human but readingmaterial.In the twentieth century, experts found out that English reading was notperceived accurately; this thought simplified reading (Kosslyn S M, Rosenberg R S2001). In their opinions, reading was that readers speculated the article with oldknowledge and saw if they were right or not. It needed us to think actively and usedour brains, so it was also called the guessing game. This thought was totally differentfrom traditional theories.
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Chapter Three Research Design and Methodology......19
3.1 General Introduction of the Study.......19
3.2 Research Questions.....20
3.3 Research Methods.......20
3.4 Different Instructions in the Class.......22
3.5 Data Collection......38
Chapter Four Results and Discussion........ 594.1 Results.......59
4.2 The Discussion of Explicit Reading Instruction .........67
4.3 The Discussion of Implicit Reading Instruction.........68
4.4 The Combined Instruction.......69