A Comparative Study Of Explicit And Implicit Teaching In Teaching Restrictive Relative Clause To Chinese High School Students

In English teaching,grammar teaching is indispensable.With the further development of teaching reform,the focus of grammar teaching has changed from whether it should be taught to what teaching method should be adopted.However,how to effectively carry out grammar teaching has always been one of the topics studied and discussed by many language learners and educators.Among them,many scholars have proposed language teaching methods.Among them,grammar teaching should adopt implicit teaching methods,or use explicit teaching methods,which has become an important topic in the field of second language acquisition.This research adopts the method of quantitative research,and takes 121 students from two classes of the first grade in Wugang City as the research subjects.The experiment lasted for 14 weeks.In the teaching experiment stage,the two classes used explicit teaching method and implicit teaching method to teach restrictive attributive clauses respectively.After the teaching task is completed,the students are tested immediately,and the test content includes single choice,grammatical fill-in-the-blank,discourse fill-in-the-blank,sentence combing,translation and writing.After four weeks,students will be given a delayed-test.This study mainly explores the overall learning effects of explicit and implicit teaching instructions and compares the initial and delayed learning effects of the two groups of teaching instructions,and proposes three research questions: 1)What are the effects of explicit teaching and implicit teaching on the acquisition of restrictive relative clauses in high school students? 2)Is there any difference in the initial learning effects of the two teaching instructions? If so,in what aspect? 3)Is there any difference in the delayed learning effects of the two teaching instructions? If so,in what aspect?The author uses SPSS26.0 to process and analyze the collected data,and specifically answer three research questions based on Krashen’s learning-acquisition hypothesis and input hypothesis and Schmidt’s attention hypothesis.1)Both teaching instructions can promote the acquisition of restrictive attributive clauses in high school students.2)The initial learning effects of the explicit teaching instruction is better.Compared with the implicit group,the students in the explicit group have better performance in discourse comprehension and translation.3)The delayed learning effects of the two teaching instructions has declined,but from the analysis of the composition,the students in the explicit teaching group have higher usage and correct rates of restrictive relative clauses.Based on above,this study proposes several tips for in-service teachers to teach restrictive relative clause.First of all,teachers should fully consider the differences in learners’ learning levels and flexibly adopt explicit and implicit teaching instruction.It allows students to use it flexibly while learning grammar knowledge consciously.Second,teachers can provide different learning materials or assign different tasks.In different teaching situations,the teaching purpose is achieved by setting different types of tasks.Finally,considering that learners in different teaching situations will forget what they have learned.Therefore,no matter which teaching method is adopted,it must be consolidated in time so that all students can master restrictive relative clause.