Explicit and Implicit Grammar Instruction in EFL Classroom in Junior High School Abstract Grammar teaching has been a controversial issue in the field of EFL research。 Among all the grammar teaching approaches, explicit grammar teaching and implicit grammar teaching are two representative approaches。 Studies in Second Language Acquisition and grammar teaching indicate that these are two grammar teaching instructions which are not mutually independent, but complementary to each other。 In some research carried out to compare the effectiveness of the two teaching instruction, there are empirical evidences which evince that the explicit grammar instruction is better to impart systematic grammar knowledge, while the implicit grammar teaching can develop language performance better。 Therefore, some experts put forward the idea in recent years that the integration of the two methods is a more efficient way than each method alone。 However, how to make best of the two instructions in grammar teaching still needs further studying and exploring in Chinese educational environment。 76635

Thus, in order to make teachers to combine the explicit and implicit grammar teaching instructions effectively in the teaching process to enable students to fully command the knowledge of grammar and learn how to put language into actual use, the present study centers on the following questions: (1) Can students’ achievements of English grammar be improved more effectively by the integration of explicit and implicit grammar teaching? (2) How do the degrees of grammar complexity influence the integration of explicit and implicit instruction? 

The study adopted an experimental design with observation。 The study selected two seventh-grade junior high school classes ( 34 students in each class) as the experimental and control class by conducting an English proficiency test as pretest, in which the experimental class received implicit-explicit integrative grammar teaching while the control group learnt the grammar rules merely through implicit instruction。 The grammar items were the grammar focus in unit three to unit six from Go For it, book1。During the one month experiment, the subjects were tested again in 2 post-tests。 Data were collected from the paper tests of target grammar items in the experiment。 

The result of the experiment shows that the experimental class acquires higher scores than the control class in the post tests。  The three major findings we get from this study are 1) explicit instruction plays an important role in grammar teaching; 2) Implicit instruction actives grammar teaching; 3) Students’ achievements of English grammar can be improved more effectively by the integration of explicit and implicit grammar instruction than by implicit grammar instruction only。 4) The degree of grammar complexity will affect the integration of implicit and explicit grammar instruction。

Key Words: explicit grammar instruction; implicit grammar instruction; integrative grammar instruction; English teaching in junior high schools

显性教学和隐性教学在初中英语语法教学中的运用

摘  要在外语教学领域中，语法教学一直是一个颇受争议的话题。在现在所有的语法教学方法中，显性语法教学和隐性语法教学是两个比较有代表性的教学方法。一些有关研究二语习得和语法教学的实验显示这两种教学方法并不相互矛盾，而是互补的。有很多实验研究比较了这两种教学方法的教学效果，它们的实验结果显示显性语法教学在传授系统语法知识这一方面更有优势，而隐性语法教学却能更好的培养学生运用语言的能力。因此，近年来，很多专家提出，结合这两种教学方法会得到更好的教学效果。然而，在国内这样的教学环境中，怎样结合才能更好的发挥这两种教学方法的优势还是需要进一步的研究和探索。