ฉันรักแปลAwareness at the level of

ฉันรักแปลAwareness at the level of understanding
Awareness in Schmidt's account also plays a role in learning at the metalinguistic level
at which the learner consciously recognizes rules or patterns in the input. Awareness
at the level of understanding often (but not always) involves explicit learning and
thus plays a facilitative but not necessary role in learning. Implicit learning is also
assumed to play an important role (Schmidt, 1995, 2001). From the time Schmidt's
original proposal appeared, researchers have been interested in showing whether, and
to what degree, awareness at the level of understanding is needed in L2 learning. The
problem has been approached from two perspectives. Experimental research has sought
evidence for the role of understanding using implicit learning designs. In these studies
learners are trained on a task involving materials that embody abstract grammatical
rules unrelated to the task and then given a posttest to assess if the rules can be used
correctly (DeKeyser, 1995; Hama & Leow, 2010; Robinson, 1995; Williams, 2005).
Meta linguistic self~report responses are also elicited to assess if the learner was aware of
what was learned. Evidence that participants can perform above chance at test, without
being able to provide any kind of verbal report as to the nature of the rule or pattern,

ผลลัพธ์ (แอฟริกา) 1:

Ek is lief vir die vertaling van bewustheid by die vlak van begrip
bewustheid in Schmidt se rekening speel ook 'n rol in die leer by die metalinguistic vlak
waarteen die leerder bewus Erken Reëls of Patrone in die insette. Bewustheid
op die vlak van begrip dikwels (maar nie altyd nie) Behels Explicit. leer en
'n fasiliterende, maar nie nodig rol in leer speel dus. implisiete Leer ook
veronderstel om 'n belangrike rol (Schmidt, 1995, die 2001). Van die tyd Schmidt se Play
Original voorstel verskyn, het navorsers belangstel in toon of, en is
na wat. graad, bewustheid op die vlak van begrip is nodig in T2 Leer. Die
probleem is vanuit twee perspektiewe. eksperimentele navorsing het gepoog
Bewyse vir die rol van begrip met behulp van implisiete Learning Designs. In hierdie studies
leerders opgelei op 'n taak wat Materials dit. verpersoonlik abstrakte grammatikale
reëls nie verband hou met die taak en dan 'n natoets om te bepaal of die reëls kan gebruik
korrek (Dekeyser, 1995; Hama & Leow, 2010; Robinson, in 1995; Williams, die 2005).
Meta Linguistiese self ~ Verslag Responses is ook. ontlok om te bepaal of die leerder bewus was van
wat. Bewyse dat deelnemers kan verrig toets op bogenoemde Kans, Sonder geleer
in staat om enige vorm van verbale Verslag verskaf oor die aard van die Reël Patroon of ,.