An Empirical Study Of The Application Of The Integration Of Explicit And Implicit Instructions To English Passive Voice Teaching In Higher Vocational College

English grammar is an indispensable part of English teaching in China. The passive voice is an important English grammar phenomenon,which has been a main content of linguistic research studied by different grammar scholars. However, due to the poor foundation and weak learning enthusiasm and motivation in higher vocational college students,especially when learning English passive voice, students still find that the grammar rules are too hard to remember. Therefore, the use of passive voice is still a difficulty for higher vocational college students learning English. As a result, this thesis is trying to find out a more suitable way for higher vocational college by integrating explicit and implicit instruction in passive voice teaching. The specific teaching steps will be expounded in detail, which can provide a reference for language learners and teaching workers.Based on Schmidt’s noticing hypothesis, Krashen comprehensive input hypothesis, and the explicit knowledge and implicit knowledge interface position, and the practical situation of grammar teaching in higher vocational college, this thesis is trying to find out a more suitable way for higher vocational college students by integrating explicit and implicit grammar teaching method. Two research questions are addressed in this thesis:1) What is the effect of the integration of explicit and implicit instruction on the English passive voice teaching?2) What different effects of the integration of explicit and implicit English passive voice teaching have on students of different English levels?To find the answer of those questions and to reveal whether the integrative grammar teaching method could enhance the grammar competence of high vocational college students on passive voice acquisition in comparison with the traditional grammar teaching method,namely 3P method: presentation, practice, and production. The author conducted an experiment which last nearly one semester. As for participants, the author selected two English major classes from Hunan Vocational College of Modern Logistics, one being the experimental class, the other the control class. During the experiment, the integrative grammar instruction was conducted in experimental class(EC) while the control class(CC) was taught under the traditional condition. Once the experiment completed, the participants received a post-test. The data of the tests was analyzed by the author with the SPSS 21.0 and the results indicated that the mean scores of the experimental class were much higher than those of the control class, and there existed significant difference between the two classes. Besides, from the collected data in experimental class, the effects of integrative way of grammar teaching to students of different English levels were not the same: the influence ofthe students of high English level was obvious, a more significant influence on students of middle and lower English levels. Therefore,comparing with the current traditional grammar teaching method, the integrative method of explicit and implicit grammar instruction can bring a higher efficiency to higher vocational college students in their English passive voice learning.The present study is an empirical study on grammar teaching and learning, which offers an experimental basis for improving higher vocational college grammar teaching and learning. It also enlarges the application field of explicit and implicit grammar instruction teaching dimensions. It has certain research value and significance.