本文主要探讨了两大词汇学习方法：隐性学习与显性学习，以及将两者结合起来的综合学习法。
This paper discusses the two approaches to vocabulary learning: implicit learning and explicit learning and an integrative approach, integrating these two approaches.
其中原因之一是没人知道置身于荒唐怪诞的环境中是否会有助于人们的显性学习，比如说记忆法文。
For one thing, no one knows whether exposure to the absurd can help people with explicit learning, like memorizing French.
这样，这个模式处于一个整体循环中，保持了课堂教学中的输入和输出的平衡。 毫无疑问，显性学习方式将是中国大学生学习外语的重要方式。
The model sheds light on the implementation of an explicit learning approach by integrating the two factors with input and output in classroom learning.
语文综合性学习的显性目标包括方法性知识目标、能力目标。
The overt objectives of the integrative learning include methodological knowledge objectives and competence objectives.
在化学学习任务上，女老师比男老师倾向于采用显性方式呈现。
Learning task in the chemical and female teachers than male teachers tend to use explicit texts.
当前的数学问题解决学习研究，一般都是在显性知识基础上进行的，对于其中的缄默知识关注的很少。
Nowadays, the researches on math problem solving commonly are on the basis of explicit knowledge and few people pay attention to tacit knowledge of them.
本研究证实了句法知识，尤其是显性句法知识对母语者和第二语言学习者的影响。
The study in the thesis proves the influence exerted by syntactic knowledge, especially the explicit type, on native speakers and second language learners.
通过实验可以推断出语块在语言学习的初级阶段属于隐性知识，但可以转化为显性知识，并可以通过显性教学得到提高。
It can be inferred from the experiment that FS are implicit knowledge in the early stage and could be transformed into explicit knowledge later on, which can be improved by explicit teaching.
与低水平的语言学习者相比，高水平学习者使用了更多的语用策略进行推论，并在语用理解中表现出显性的语用语言知识。
Compared with lower learners, higher level learners employed more strategies to derive inferences and demonstrated explicit knowledge of pragmalinguistic cues in pragmatic comprehension.
另一方面，它又促进了学习者的目标语显性知识和隐性知识之间的转化。
On the other hand, FFI can contribute to the acquisition of implicit knowledge from explicit knowledge.
另一方面，它又促进了学习者的目标语显性知识和隐性知识之间的转化。
On the other hand, FFI can contribute to the acquisition of implicit knowledge from explicit knowledge.
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