An Empirical Study Of Integrated Explicit-implicit Instruction Model In College English Grammar Teaching

As a necessary skill for second language learners,English grammar has always been the pillar of organizing and expressing English language.Explicit instruction and implicit instruction are two important methods in English grammar teaching,whereas,how to use these two kinds of methods has been the focus in English teaching for a long time.At present,grammar teaching methods abroad and at home mostly split the connection between explicit instruction and implicit instruction.The previous studies have been limited to the comparison between the two kinds of teaching methods.Faced with the current situation,based on the theoretical basis of the Noticing Hypothesis,Krashen's Input Hypothesis,Information Processing Theory and Swain's Output Hypothesis,the present study tends to construct an integrated explicit-implicit grammar instruction model in college English grammar teaching,which aims to answer the following three questions:(1)What kind of instruction model is used most in current college English grammar teaching?(2)Does the integrated explicit-implicit instruction model promote students' grammar knowledge and grammar competence in subordinate clauses?(3)What are students' attitudes towards the integrated explicit-implicit instruction model?In the present study,90 non-English major sophomores from two natural classes of Shenyang Normal University are selected for a 16-week teaching experiment.One of the two classes is randomly selected as the experimental class,the other as the control class,and there are 45 students in each class.The integrated explicit-implicit instruction model is adopted in the experimental class,while the traditional explicit instruction model is used in the control class.Before the experiment,the pre-test results of the two classes are analyzed by independent sample T-test.It turns out that there is no significant difference of the grammar test results of the two classes.At the end of experiment,SPSS 19.0 software is used for statistical analysis of the questionnaires and the results of pre-test and post-test,and the following results are concluded:(1)At present,explicit instruction model is mainly adopted in college English grammar teaching.Due to the limited teaching time,a small number of non-English major teachers adopt the implicit teaching model.(2)The integrated explicit-implicit instruction model has little difference from traditional explicit instruction model in traditional grammar knowledge test,whereas,it has significant effect on grammar competence in translating subordinate clauses from Chinese into English.(3)Students have positive attitudes towards the integrated explicit-implicit instruction model,and their interest and confidence in grammar learning have been improved.On the basis of above results,the integrated explicit-implicit instruction model has practical guiding significance in college English grammar teaching.