The Effects Of Discourse Explicit/implicit Instruction On Vocabulary Acquisition Of Vocational School Students

In the past century, more and more studies were done on explicit/implicit issues, and more and more attention of scholars was paid to vocabulary. But few studies combined explicit/implicit issues and vocabulary to question the effects of explicit/implicit vocabulary instruction. In order to explore something valuable for teaching practice, an experiment is done in this paper to compare the short-term effects and long-term effects of explicit/implicit vocabulary instruction in terms of word sound/form/meaning and recognition/production. The results of the experiment reveal:first, explicit instruction outperforms implicit instruction in the short term but performs similarly in the long term; second, explicit instruction and implicit instruction share similar performance in terms of word recognition; third, in terms of word production they have different short-term teaching effects but share similar long-term teaching effects and finally word meaning dimension outperforms word sound dimension and word spelling dimension whether in explicit vocabulary instruction or in implicit vocabulary instruction.