The Implications of Teaching English Grammar through Implicit and Explicit Instruction to EFL Students.

Abstract

[eng] This paper examines the effects and implications of both implicit and explicit grammar instruction in the English as a foreign language (EFL) classroom. The aims are to determine if one way of instruction is better than another to teach grammar, to measure if the learners have been able to retain the knowledge acquired through both ways of instruction and if they are able to use the target structure in a production test. Students’ perceptions were assessed by means of a questionnaire and an open-ended interview. A final grammar test and a productive test were carried out and the results indicate that explicitly taught students performed significantly better than implictly taught students due to the relevance of metalinguistic awareness when learning a language.