本文以内隐学习理论为基础,采用强分离程序,分别选取有、无英语学习经验的被试,从句法学习方面探讨了儿童英语学习过程中内隐学习和外显学习的作用及关系,结果表明:(1)单纯的内隐学习方式或单纯的外显学习方式都不利于对句法规则的掌握;(2)两种学习方式的协同效应发挥着重要的作用,先外显学习后内隐学习的学习方式有助于句法规则的掌握;(3)内隐学习、先内隐学习后外显学习的学习方式不适用于较简单句法规则的学习;内隐学习也不适用于难度较高的句法规则的学习。 Based on the implicit learning theory, this paper uses strong separation procedure to select subjects with or without English learning experience respectively, and explores the role and relationship between implicit learning and explicit learning in English learning process from the perspective of syntactic learning. The results show that : (1) Simple implicit learning or pure explicit learning are not conducive to the mastery of the rules of syntax; (2) The synergies of the two learning styles play an important role. Explicit learning (3) implicit learning, implicit learning after the explicit learning mode of learning does not apply to simpler syntax rules of learning; implicit learning does not apply to the more difficult Syntax rules of learning.