Effect Of Integrated Explicit And Implicit Grammar Instruction In Junior High School

Grammar teaching has been occupying an important position in English teaching. Any teachers and researchers engaged in foreign language teaching can't avoid the grammar topic. As teachers, maybe we have no right to choose the use type of teaching materials, but foreign language teachers have good choices to select teaching methods.At present, there are two kinds of typical teaching methods in English grammar teaching: explicit grammar teaching and implicit grammar teaching. Both of them have advantages and disadvantages, and complement mutually. The author proposed two research questions in order to make teachers dare to break through the tradition in the teaching process, and choose these two teaching methods according to different grammar contents for the purpose of promoting strengths and circumventing weaknesses, improving the effectiveness of the grammar teaching, and further achieving three-dimensional grammar goal. Based on the Krashen's input hypothesis, Schmidt's noticing hypothesis and the interface position, the study selected two classes(46 students in each class) as the experimental class and the control class in Grade Two of the Junior Department in Chengxin senior high school from Dingxiang county, Xinzhou city, Shanxi province. Present perfect tense was selected as the grammar target. The author did nearly one-month experiment research, in which the experimental class adopted integrated grammar instruction, while the control class employed explicit grammar teaching, to investigate whether integrated explicit and implicit grammar instruction can improve students' grammar proficiency effectively, and integrated instruction can help change students' attitudes in grammar learning. After the experiment, subjects received the post-test and the questionnaire survey respectively. Finally, the data of the tests and the questionnaire were analyzed by using SPSS17.0. The statistical result shows that the scores of the experimental class are obviously higher than scores of the control class and there are significant differences in post-test between these two classes. The result of the questionnaire suggests integrated grammar instruction makes students change their attitudes in grammar learning. Therefore, integrated grammar teaching is superior to explicit grammar teaching, and is an efficient grammar teaching method.Being an empirical research, this study provides the empirical basis for grammar teaching in junior high school later. Explicit and implicit instructions are not independent and exclusive systems mutually, but complementary and stimulative teaching modes with each other. Integrated grammar instruction makes students understand the syntactic structure more deeply and have more lasting memories. This teaching method is more suitable for students of different levels. Students with instability will especially receive the knowledge more easily and their learning interest will be mobilized greatly. Therefore, we should adopt two teaching methods according to the different grammar knowledge in the actual teaching process.