Implicit grammar teaching, as Dekeyser (1995) stated in his paper, is applied to make learners acquire the grammatical rules unconsciously by displaying salient examples。 According to an American psychologist， Arthur Reber, implicit learning is “a primitive process of apprehending to frequency cues” as opposed to “a more explicit process whereby various mnemonics heuristics and strategies are engaged to induce a representational system”。 Teaching grammar implicitly is based on the theory that grammar can be acquired through implicit learning。 In classes conducted by implicit grammar instructions, the teacher aims to provide much more exposure of a language to students who have to understand the grammar rules by themselves instead of giving the grammar rules formally to learners。 Students will use grammatical rules to comprehend the teaching materials。 Implicit grammar teaching is also called as meaning-focused instruction method。

The effectiveness of explicit and implicit grammar classroom instruction has been an important and interesting point of research in the field of language teaching and learning (Hassan, 2001; Tode, 2007)。 When we look at the research history in this field, we can clearly see the different views regarding explicit versus implicit grammar instructions。 Some experts and researchers support the idea that teaching grammar by explicit instruction is more effective than through implicit instruction, while others claim that explicit approach doesn’t hold a distinct priority in EFL classroom。 The arguments for explicit and implicit grammar instruction are listed separately as follows。