In the 1960s, the traditional grammar translation method is popular, and the ultimate goal of learning English is to master English grammar rules。 So grammar was quite focused on, and teachers payed much attention to grammar teaching in detail 。 However, in the 20th century 70s, because of the influence of the theory of Krashen’s language monitor, many scholars and teachers realized the disadvantages of grammar translation method, and grammar teaching was severely weakened and even disappeared once in the part of the foreign language classroom。 Until the late 1980s, foreign language teaching community had a consistent view of the importance of grammar teaching, which was taken seriously again。

     In China, there’s no doubt that vigorous teaching reform in recent years has played an immeasurable promote role。 A number of teachers have adopted new teaching method and teaching mode, which, in some degree, can improve the students’ interest in learning English and cultivate students’ English learning ability。 But it seems to be very weak in grammar。When teachers correct students’ composition and writing work, they found that many of them make mistakes due to thin grammar knowledge 。

     “College English Syllabus”put forward some requests for grammar teaching: “to consolidate and deepen the basic grammar knowledge, and improve the ability to use it at the discourse level。” The final purpose of foreign language teaching is to cultivate students’ practical skills of using the second language。

     At present, the foreign language teaching has two shortcomings, which mainly embody in two aspects。 One is the excessive attaches great importance to the rules of grammar teaching, and students lack opportunities to feel and experience the spoken English。 In general, teachers, based on the‘Tree’ structure on the textbook, list all the grammar points one by one, and, then, assist students to understand them with several examples。The other one is the phenomenon that teachers overly put the communicative functions of language in the primacy, but ignore the grammar knowledge。 What’s more，some teachers even completely give up explaining grammar rules。

     There are two ways of learning grammar, one is implicit learning, while the other is explicit learning。 The implicit learning, is a sort of underlying education without the consciousness of students, even of teachers, while the explicit learning is a formal one in classroom, “attention, please, now let’s begin our grammar class, today’s learning point is。。。”。

     Linguistists in different countries have done some researches on explicit and implicit grammar teaching。 In the early 20th century, Jespersen thought implicit teaching is more useful。 By providing a meaningful context, teachers expose students into substantial doses of grammar study instead of alienating them to the learning of foreign languages。 The result showed that it was efficient in teaching grammar。 What’s more, based on “Acquisition-learning Hypothesis”, Krashen asserts people have two kinds of competence: language acquisition and language learning。 He thought that second language learning mainly depends on implicit teaching method。

     Based on Krashen’s “Acquisition-learning Hypothesis” and Schmidt’s “Noticing Hypothesis”, in this paper , the writer of the thesis mainly focus on the implicit and explicit teaching methods and their advantages and disadvantages。 Teachers uttering implicit or explicit teaching method singly cannot satisfy the requests of students。 In order to better improve the ability of students, I suggest that implicit and explicit teaching methods should used together

2。Literature Review