1。2 Purpose and Significance of the Research

In the previous part, the discussion of the current situation of English teaching, we can find that how to teach grammar in EFL classroom is still a centered topic in the field of language teaching。 Among all the grammar teaching approaches, explicit grammar teaching and implicit grammar teaching are two representative approaches。 There has been ongoing debate concerning the two kinds of grammar instruction。 Some scholars insist on applying explicit grammar instruction while others argue that students can really learn how to put the knowledge into actual use only through implicit instruction。 However, there are some experts who recently put up a new idea that implicit and explicit grammar instructions are necessary supplements to each other。 Moreover, some experts and educators, to all intents and purposes, begin to work on the combination of the two grammar instructions, which, they think, could contribute to both students’ language accuracy as well as their communicative ability。 

However, only a few researches explored the effects of the integration of implicit and explicit instruction on English grammar teaching in the educational background of China。 Thus, the present research aims to help provide more empirical evidence concerning the integration of the two instructions in Chinese educational environment。 

1。3 Research Questions 

This study tries to find out the way to integrate the implicit and explicit grammar instruction in junior high schools, and the author is intent on exploring the effectiveness of the integration on grammar teaching。 And the study mainly focuses on the following research questions:

1) Can students’ achievements of English grammar be improved more effectively by the integration of explicit and implicit grammar teaching than by implicit grammar instruction?

2) How do the degrees of grammar complexity influence the integration of explicit and implicit instruction?

1。4 The Outline of the Thesis

The thesis consists of five parts。

Part One Introduction, discusses the present state of Grammar teaching in junior high school in China; the Purpose and significance of the research; the research questions。

Part Two Literature Review, focuses on an overall view of the theoretical and empirical findings in explicit and explicit grammar instructions。

Part Three Research Procedure and Data collection, reports the subjects, design。 Instruments, process of the experiment and data collection。

Part Four Data Analysis and Academic Discussion, discusses the results of the study and the major findings of this study。

Part Five Conclusion, makes a summary on the major findings and points out the limitations of the study and proposes future expectations of the study。 

2。 Literature Review

This chapter aims to discuss the research status in terms of explicit and implicit grammar instructions。 Firstly, it provides the key definition of both explicit and implicit grammar instruction。 Secondly, there are debates and arguments for each instructions。 Research studies related to explicit and implicit grammar instruction in EFL classroom are illustrated clearly and respectively in the following part。 Finally, the necessity of integrating explicit and implicit grammar instruction will be provided。文献综述

2。1 Definition of Explicit Grammar Instruction and Implicit Grammar Instruction

An explicit method of grammar instruction aims to make learners aware of grammar rules deductively or inductively。 A more detailed definition given by Later DEskeyser(1995) is that an L2 instruction treatment is considered to be explicit if rule explanation comprises part of the instruction or if learners are directly asked to attend to particular forms and to try to arrive at metalinguistic generalizations on their own。 On the contrary, inductive approach is the instructor putting the form in a meaningful context, learners then recognizing the form before explanation (Shaffer, 1989)。 Explicit instruction is carried out so as to assure a conscious learning through teacher’s explanation with meaning-form-related instances and practices (Terrell, 1991; Adair-Hauck, et。 al。 2000)。 In classes conducted by explicit instruction, teachers play a dominated role while students learn the grammatical rules first, and then apply those rules by translating sentences between the target language and the native language。 来,自,优.尔:论;文*网www.chuibin.com +QQ752018766-