Research On The Influence Of Explicit And Implicit Grammar Teaching On English Acquisition Of Junior High School Students

The reform of the new curriculum standard for compulsory education is developing deeply in our country,more and more educators,relevant scholars who study English teaching,and front-line English teachers in junior high schools realize the significance of grammar in English teaching.Teachers spend specific class time in explaining grammar,however,they always hesitate to take explicit grammar teaching method or implicit grammar teaching method.For junior high school students,grammar often makes them feel bored and embarrassed when learning.They realize that the outputting acquisition is harder than the internalized acquisition.According to these conditions,this research is based on Schmidt’s noticing hypothesis,interface position theory,and combines theory and practice,qualitative and quantitative research methods,in order to explore the influences of English grammar teaching on English acquisition of junior high school students.The research questions are:(1)What’s the influences of explicit and implicit grammar teaching on real-time and delayed English acquisition?(2)What’s the influences of explicit and implicit grammar teaching on internalized and outputting English acquisition?This research selects two parallel classes as subjects in a public junior high school in Datong city,Shanxi province to take teaching experiment.Two parallel classes include an experimental class,55 students,and a controlled class,53 students.The whole experiment is divided into three stages: pre-experiment stage,while-experiment stage,and post-experiment stage.In the pre-experiment stage,the writer obtains the final examination grade of the two classes in last semester(the second semester of 2018-2019)as pretest grade.At the same time,the students finish the questionnaire about English grammar learning condition.In the while-experiment,the writer takes explicit grammar teaching in the experimental class,implicit grammar teaching in the controlled class,and explains the grammar knowledge of attributive clause in the unit 9 in the grade 9 textbook of the PEP edition.After the experiment,the writer uses the test paper to take real-time post-test of two classes students.After three months,the writer uses the same quantity and type of questions but similar content test paper to take delayed post-test.All test data are entered into SPSS23.0 for quantitative analysis.Through experiment results,it can be concluded that both the explicit grammar teaching and the implicit grammar teaching can promote the real-time English acquisition of junior high school students.Whereas,the explicit grammar teaching has a promotion effect on the delayed English acquisition.Moreover,whether the real-time post-test or delayed post-test,the explicit grammar knowledge can promote students’ internalized acquisition more than outputting English acquisition.The enlightenment of this research is that the English grammar teaching for junior high school students should be dominated by explicit teaching,and the grammar knowledge should be continuously strengthened.Also,after the internalized acquisition,the outputting acquisition of students should begin to be strengthened.All these measures are taken in order to gradually consolidate what students’ have learnt and improve their English knowledge and ability.