A Research On Explicit And Implicit Teaching Of Middle School’s Students-a Case Study

English grammar is normally regarded as one of the inseparable tasks for teaching as well as forlearning in middle schools. With the development of our society, English education is no longerexamination-oriented but is designed to help students improve their comprehensive abilities in listening,speaking, reading, writing and translation. According to current teaching plan, the time spent on grammarteaching and leaning in middle school is far less than that before, which makes it the first priority to teachEnglish grammar in an effective way.Based on Krashen‘s input hypothesis, the present research intends to verify whether explicit teachingmethod or implicit teaching method is effective in teaching grammar in middle schools. Specifically,whether explicit teaching or implicit teaching seems more effective in helping students grasp Englishgrammar, and which one tends to be more effective in helping students improve their―self-assessment‖inlearning performanceBased on the hypothesis as presented above, the author has conduced a contrastive experiment on aneight-grade student in one year. The subject in this experiment is an eighth-grade student who is takingextra-classes of English under the supervision of the author. The pre-test is her final examination the shetook in school in seven grade. In teaching her grammar, the author adopts explicit teaching method for unit1-6, and implicit teaching method for unit7-12. The participant took tests after every unit and completed―Self-assessment‖about6units. At last she took post-test after a semester. In the present research, thestudent got higher score of both grammatical items and vocabulary in unit1-6than unit7-12, indicatingthat explicit teaching method is more effective than implicit one.―Self-assessment‖analysis is inconformity with the above finding. The research indicates that explicit teaching method seems moresuitable for students with poor foundation in grammar; teachers are recommended to mainly use explicit teaching method in teaching students with poor foundation, and to combine explicit teaching with implicitteaching, so to facilitate students in learning grammar.As a case study, the present research attempts to search for a new way for teaching middle schoolstudents who are poor in grammar. It is aware that the sample number shall have been greater than that inthe experiment, and the hypothesis remains to be proved in a further step.