The Comparison and Effectiveness of Explicit and Implicit Grammar Instructions; Case Study High School Students in Zahedan

Since the rule of grammar in communicative competence cannot be underestimated, the best approach in teaching EFL learners, and, in the case of the present study, high-school students in need of upgrading their grammatical accuracy, is the most critical. In the effort to eliminate the disadvantages of traditional grammar teaching, the present study aimed at investigating the comparative impact of implicit and explicit grammar teaching on high-school students' grammatical accuracy in Zahedan, Iran. Following the quantitative analytic design, 50 female students from the 11th grade were selected through sampling and divided into experimental and control groups. While the experimental group was provided with implicit instruction through communicative tasks, suitable computer software, and contextualized tasks, the control group was provided with explanation and rule-based practice for explicit grammar teaching. Both the experimental and the control group were administered the pre- and post-test in grammatical structures, and the data were analyzed through SPSS. The result showed the statistically significant difference in the post-test score (the increase was from 11.76 to 13.60), with high correlation between method of instruction and performance (p < .001). The result confirms the statement that implicit teaching may result in enhanced grammatical awareness and functional use of language, and in doing so, it may prove to be an efficient method in comparison with traditional rule-based teaching in EFL grammar teaching.

کلیدواژه ها:

grammar ، explicit instruction ، implicit instruction