A Study Of Integration Of Explicit And Implicit Senior High School Grammar Instruction

In Grammar teaching, there are two representative approaches: explicit grammarinstruction and implicit grammar instruction. In explicit teaching, teachers explaingrammar rules explicitly in detail out of context. Meanwhile, students took notespassively and then do a lot of multiple choices guided by teachers. In this way, thoughstudents have a clear understanding of the grammar rules, they may have great difficultyin expressing themselves fluently in real situations. However, realizing the disadvantageof explicit grammar instruction, some teachers adopt implicit grammar instruction inwhich teachers create authentic situations for students to speak, listen and read, andstudents are expected to learn the target language unconsciously by communication, andthen induce the grammar rules by themselves. As a result, the students will not learn thegrammar rules systematically, they may even have many mistakes in their output. Thusthey may never express themselves accurately.Considering the above situation, this study aims to integrate the two methods in realteaching practice and give exact model to illustrate how explicit grammar teaching andimplicit grammar teaching are integrated. So students can learn the grammar accuratelyand fluently. Meanwhile, they could acquire the language by internalizing grammar ruleswhen using them.Based on the theory of Krashen’s acquisition-learning hypothesis, Schmidt’s noticinghypothesis and R.Ellis·s weak interface position, an empirical study was conducted totestify the effectiveness of integration of explicit and implicit grammar instruction. Theempirical study was conducted in Ruijin Number3.Midde school in grade one. Twoclasses of Grade one were selected, one as the experimental class (EC), and the other oneas the control class (CC). The EC was taught with the integration of explicit and implicitgrammar instruction, while the CC received the explicit grammar instruction. After theexperiment, the students received a post-test and a questionnaire. The SPSS17.0wasused to analyze the data of the tests and the results indicated that the mean scores of theexperimental class were higher than those of the control class. Also, the results of thequestionnaire showed that students· interest and confidence in the experimental class ingrammar learning were all increased. Therefore, the integrative method of explicit and implicit grammar instruction is effective to senior high school students in their grammarlearning.