English Grammar Automatic Output Model under Non-native Environment

Xiaohong Du
January 2013
Theory & Practice in Language Studies;Jan2013, Vol. 3 Issue 1, p29
Academic Journal
In China, there has been a common phenomenon in English grammar teaching that much emphasis has been laid on the input of students' English grammatical knowledge while little has been paid on the improvement of their grammatical competence, which directly leads to an obvious gap between students' English grammatical knowledge and their grammatical competence. According to Anderson's cognitive theory of ACT, learners will go through three stages (cognitive, associative and automatic stage) from declarative knowledge to procedural knowledge in acquiring the automatic skills. This paper studies the implication of cognitive theory of ACT in English Grammar acquisition, internalization and automatic output. Basing on the integration between explicit grammatical knowledge and implicit grammatical competence in grammar acquisition, we put forward an English grammar automatic output model, aiming at helping foreign language learners narrow down the gap between their grammatical knowledge and grammatical competence under non-native environment.


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