A Study Of The Effects Of Explicit And Implicit Instruction Of English Grammar In A Senior High School

The objective of this study is to examine the effects on comprehension and production of explicit grammar instruction and implicit grammar instruction in the context of China where English is taught as a foreign language.This study focuses on two aspects: Which instruction has better effects on learning the restrictive attributive clauses for senior high students in Dingxi—explicit instruction or implicit instruction?Which instruction has better effects on learning the non-restrictive attributive clauses for Chinese senior high students in Dingxi—explicit instruction or implicit instruction?These 126 subjects received treatment from Dingxi Dongfanghong Senior School,and they were divided into two classes: CC(control class)and EC(experimental class).Explicit instruction was given to the subjects in CC,and implicit instruction was given to the subjects in EC.The experiment lasted from the twelfth of November 15 th to the 20 th of December,and the target structures of this study are the restrictive clause and the non restrictive clause.There were four tests designed in this study,including the Pretest,the pre-test,the post-test and the delayed test.The middle-term exam in the October was treated as the Pretest,which meant to measure the English knowledge level of the two classes.The pre-test was aimed at testing the knowledge level of the target structure between the two classes,so that it was designed with questions about the attributive clauses.The post-test was meat to compare the rustles of the control class and the experimental class after the class teaching experiment.The delayed test was on the 2nd,March 2015,two months after the post-test,and it was designed to observe whether the effects of the class teaching could last after a period of time.After collecting the results of these tests,the author used SPSS.19.0 to analyze them and made a conclusion that from the data,it could be indicated that implicit instruction had better effect on learning the restrictive attributive clauses,and explicit instruction had slightly better effects on learning the restrictive attributive clauses.It also showed that the results of the delayed test were lower than the results of the post test,and there was significant difference.