The Integration Of Explicit And Implicit Instruction To The Teaching Of College English Grammar

It is well known that grammar is an indispensable knowledge system for foreignlanguage learners. For decades, grammar teaching in the classroom has been a centralissue for linguists’ attention and debates. On the core problem of how to teach grammar,the comparative study of explicit instruction and implicit instruction has been a concernin the study of English grammar instruction, but the combination of the two methods ofteaching is rarely involved. Moreover, the object of study is mainly the middle schoolstudents. This study is to explore the different acquisition of subjunctive mood ofChinese college students because of different teaching methods, and one is thecombination of implicit and explicit instruction, the other is the traditional explicitinstruction.The experiment lasts a month, and the experimental subjects are students fromSouthwest University of Political Science and Law60second-year undergraduatejournalism majors. The target grammar is subjunctive mood. Subjects are divided intotwo groups: the experimental group and the control group. Before the teachingexperiment, independent samples T-test analysis of the test results of the two groupsabout the target grammar are given, and the experimental group and the control groupscores in both oral-test and written-test show no significant difference in statistics, sowe can identify two classes of students in the same level. Experimental group used acombination of implicit and explicit instruction, the control group using traditionaldominant pedagogy, which is the classification and explanation of target grammar.SPSS.13.0statistical software is used to analyze the collected experimental data.The results show that the written test and oral test of the experimental groups were bothbetter than that of the control group. The main analyses are for two reasons: First, theexperimental group shows some implicit language teaching materials, forming thegeneral impression, so students can better understand the grammatical structure in thelater explicit instruction. Second, the experimental group of learners can repeatedly practice exercises movie dialogue containing subjunctive mood, meanwhile classroomatmosphere and students are motivated.The study suggests that: in teaching the college English grammar, teachers shouldcombine all the teaching resources and tools available to provide students with vividgrammar learning environment, to develop their interest in learning, focusing on theinternalization of grammar into the application from the introduction. In short, theexplicit and implicit instruction should be organically integrated in the teaching ofEnglish grammar teaching.