The Study Of Integration Of Implicit And Explicit Grammar Instruction On Subjective Mood In Senior High School

In the field of English grammar teaching, there exist several teaching approaches, among which explicit grammar teaching and implicit grammar teaching are two representative approaches. The two grammar teaching systems are not mutually independent and exclusive, but complementary and stimulative. In actual teaching, the two approches have their own disadvantages. In the explicit teaching process, grammatical rules can be well illustrated through teacher’s explanation, and students are able to have a clear idea of the language forms or sentence structures. But in this process, students may be expert at knowledge of grammar, students may perform poorly in communication. While in the implicit teaching process, students are expected to find, conclude and learn grammatical rules themselves in these communicative activities. However, for lack of systematic grammar knowledge, there are still many grammatical mistakes in students’ output. Based on the analyses above and through the author’s conclusion of theories and empirical research on explicit and implicit grammar teaching, the author made an conclusion that whether the combination of explicit and implicit grammar teaching is good for grammar teaching is a new tendency in the field of grammar teaching research. In order to promote the English grammar teaching, the author takes the Subjective Mood as an example and applies two teaching methods to answer the following two questions:(1)Is the integration of explicit and implicit instruction better than explicit instruction to help senior students study the Subjective Mood?(2) By using the integration of explicit and implicit instruction, is students’ English learning interest improved?This thesis integrates explicit and implicit grammar teaching effectively, which is based on two theories: Schmidt’s Noticing Hypothesis and Long’s Focus on Form. Firstly, by doing pre-test and preliminary questionnaire, the author selected two classes in grade two in senior high as the experimental class and control class. Integrative grammar teaching is adopted in the experimental class while explicit grammar teaching is used in the control class. The study lasts one and half months. After the study, the subjects are tested again in post-test and post questionnaire. Lastly, the author collects the data and analyzes the results by using SPSS.The results show that the experimental class is better than the control class. Thus, the integrative grammar teaching is more effective than explicit grammar teaching. In addition, by applying the integrative grammar teaching method, students English learning interest is also improved. Last but not the least, the study shows that in the processing of grammar teaching, teachers should adjust to their teaching methods according to grammar items.