On The Implicit And Explicit English Reading Instruction In Junior High School

In junior high school, the teaching of reading has become the core of the whole English instruction. Now to most students, reading is still the weakest part in the English learning things. As a teacher, how to enhance learner’s language ability is the main research question in the English teaching process.To improve this situation, explicit and implicit instructions are needed to cultivate students’ interests. So my research highlights the comparison of these two instructions through experiment.A second language, from Krashen’s perspective, is acquired naturally. We“acquire” language unconsciously through natural learning process in a real language environment. In the “acquired process”, learners absorb language unconsciously and use the language correctly and fluently. He believes that if people want to command a second language, they should learn it through the “acquired process” so as to use it fluently. Accordingly, the “learned process” is that we learn the grammar rules and strategies consciously through teacher’s guide.Explicit and implicit instructions both have advantages and disadvantages.Explicit instruction is helpful in rules-memorizing and testing; implicit instruction is useful for cultivating language senses and improving abilities. From my research, I compared these two reading instructions and see if they are effective or not in improving students’ reading abilities. Questionnaires, interviews, and classroom observations were conducted in the research as well. The results of my research are that explicit instruction has a better effect raising scores while implicit instruction is better accepted by students. Besides the two instructions, the combined instruction achieves the best reputation from the students.