THE ROLE OF IMPLICIT INSTRUCTIONS IN TEACHING GRAMMAR

Abstract

Grammar teaching in foreign language education has been maintained by most theories as one thing playing a significant role in facilitating the process of learning to read, write, speak, and understand a foreign language. However, scholars label that role as controversial both in the research of second language acquisition (SLA) and language pedagogy. Thus, such condition results in a potential cause of confusion to teachers and students, then leads the researchers to a thoughtful theoretical debate on the topic of the way grammar should be taught: explicitly or implicitly. This article basically introduces the theoretical basis, analyzes the Explicit Grammar Instruction and Implicit Grammar Teaching, in order to provide reference for the related research.