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1、該文是一個(gè)實(shí)驗(yàn)研究.研究的對(duì)象是74名中國(guó)二年級(jí)文秘專業(yè)高職大專生,研究目的是比較兩種不同英語(yǔ)語(yǔ)法教學(xué)方法的效果(隱性教學(xué)對(duì)顯性教學(xué)),研究采用的語(yǔ)法項(xiàng)目為分裂句或稱強(qiáng)調(diào)句、倒裝句和含有that從句的間接引語(yǔ).隱性教學(xué)是指學(xué)習(xí)者從所給的例子或材料中歸納出語(yǔ)法規(guī)則,顯性教學(xué)則指通過(guò)學(xué)習(xí)語(yǔ)法規(guī)則來(lái)掌握語(yǔ)法項(xiàng)目.實(shí)驗(yàn)中,共進(jìn)行了三次測(cè)試:前測(cè)、后測(cè)、第二次后測(cè).根據(jù)前測(cè)的結(jié)果,作者所任教的四個(gè)班級(jí)分別組成隱性和顯性教學(xué)兩個(gè)組,兩個(gè)班級(jí)的31位
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