【正文】 rd: Oxford University Press, 1992.[3] 鄢秀. 季羨林先生談?wù)Z言教學(xué)[J]. 外語界，2002(4): 25. And Stephen Krashen’s Monitor Model holds that the learning of explicit grammar rules, while not contributing to language acquisition itself, may enable learners to monitor their own output, detecting and correcting violations of rules they have learned but not yet acquired. Currently, a lot of experts begin to study the bination of explicit and implicit grammar teaching, to learn their advantages, and to make the traditional grammar studies on the basis of more interest so that a better result can be achieved. However, the importance of the plex and multifaceted interaction between the implicit and the explicit instructions has not been universally recognized. The important implication of the interaction between implicit and explicit instructions is that teachers should firstly make learners have an implicit knowledge base before learning plicated task, and then trying to establish explicit task model. According to the information processing model and the theories of weak interface hypothesis, etc, Yang Menglan and Yang Wei studied and built an integrated model of grammar teaching. In addition, Lu Jing also put forwarded some principles of the bination according to the characteristics of explicit and implicit grammar teaching. The writer believes that the bination of explicit and implicit grammar teaching can indeed integrate the advantages from each other in order to reach a better educational purpose. Therefore, the writer, absorbing and analyzing a variety of theoretical results, puts forward new ideas and construction of the integrated model. In the following chapters are some views on the bination of explicit and implicit grammar teaching in the middle school and the teaching practice by the writer in the Middle School of Changsha.Chapter 1 An Introduction to Explicit and Implicit Grammar TeachingWith the indepth English teaching reform and the implementation of municative teaching approach, grammar teachability has no longer been the main issue. Currently, the focus of the field of language teaching is that the grammar teaching should be explicit or implicit. In this chapter, let us study what explicit and implicit grammar teaching are. The DefinitionsExplicit grammar teaching means students, through learning grammar rules, achieve the purpose of mastering the grammar. It lays particular emphasis on teaching grammar rules directly and obviously, and pays great attention to the role of teachers. In the lesson of explicit grammar teaching, firstly, teachers are required to present or describe the grammatical structure or language points, and then organize students to do the grammar practice. The explicit method regards English grammar as a set of knowledge system. Through teachers’ systematically teaching and students’ conscious learning exercises, grammar rules can be understood. The Grammar Translation Method is a typical explicit instruction.Implicit grammar teaching means teachers avoid speaking the grammar rules directly during the lesson, but primarily let students experience language through the natural scenarios, and sum up grammar rules through the use of municative language. The Communicative Approach is the representative of the implicit instruction. Stern said: “According to the Communicative Theory, students should do the ‘real munication’ in the scenario for the purpose of studying grammar rules.” The Merits amp。本文第一章簡要論述了兩種教學(xué)方法的定義、特點(diǎn)以及一般教學(xué)過程。 grammar teaching 內(nèi)容提要：目前，在英語語法教學(xué)中存在著兩種對立的方法，即顯性語法教學(xué)和隱性語法教學(xué)。A Brief Analysis of the Combination of Explicit and Implicit Grammar Teaching in Middle School English TeachingLi HuiminAbstract: Nowadays, there are two kinds of English grammar teaching methods in the opposite wayexplicit teaching and implicit teaching. Many scholars and teachers in and abroad are debating which is the better way for teaching English grammar. However, the explicit and implicit instructions should not be divorced from each other, but linked closely. This paper gives an analysis about the bination of explicit and implicit grammar teaching, and makes it applicable to the middle school students. The first chapter in the paper briefly explains definitions, characteristics and general processes of explicit and implicit grammar teaching. The second chapter focuses on the principles, the educational model of the bination and the requirements for English teachers. The third chapter, showing a lesson as the example, explains how to put the requirements into practice. Based on a theoretical foundation, as well as a large number of data collection, the paper makes an analysis of the bination of explicit and implicit grammar teaching in the middle school, in the hope of giving some help to English teachers. Key words: bination。國內(nèi)外對于英語語法教學(xué)究竟使用哪一種方法更好也一直頗有爭議。第二章重點(diǎn)論述了兩種方法整合的原則、教學(xué)模式以及對英語教師的要求。 DemeritsBefore the bination, we have to analyze the merits and demerits of explicit and implicit grammar teaching, and then discard the dross and select the essence in order to properly integrate them and play out their greatest advantage.A. The advantages of explicit grammar teaching are that it has a strong sense of purpose, the high controllability for teachers and the learnability for students. It can enable students to master grammar firmly and keep a solid memory. This kind of approach is highly praised by countries in which English is as their second language. For example, Chinese students, lacking language learning environment, must, through learning grammar rules, understand the laws of grammatical system and characteristics of English.However, explicit grammar teaching is also inadequate. The British educator Jayne Moon’s studies have shown that learners who are learning a language have the nature of “go for meaning”. That is, they always focus on the linguistic sense firstly, but rarely take note of language forms or grammar rules. If teachers