【正文】 rammatical parsing, , the form and inflection of words.d. There is early reading of difficult classical texts.e. A typical exercise is to translate sentences from the target language into the mother tongue.f. The result of this method is usually an inability on the part of the students touse the language for munication.g. The teacher does not have to be able to speak the target language.(Howatt, 1984)In this method, grammar is viewed as an end and is taught for its own sake. It overemphasizes the structure of the language, but ignores association of language form with meaning and use. It attaches importance to the accuracy of the language, but overlooks the fluency. It pays too much attention to grammatical rules, but neglects the development of municative petence. It stresses the practice of grammatical rules, but no attention is given to the practice of using language meaningfully and municatively in a real context. In this regard, we are not surprised to see that many students with years of formal English grammar training cannot municate properly.GrammarTranslation Method lays too much emphasis on grammar and grammar is regarded as the most important part. Grammar is taught in the deductive way.Direct MethodDirect Method is a reaction to the GrammarTranslation Method and its failure to produce learners who could use foreign language they had been studying. It maintains that L2 learners can learn a second language exactly like L1 learners. Thus this method stresses spoken language rather than written language. Therefore, in the classroom teachers present new language by using mime, pictures, objects. Much of the class time was devoted to questionandanswer exchanges between teachers and students. Grammatical rules are not explicitly taught, but teachers encourage students to induce the rules of grammar. Some characteristics of this method are as follows:a. No use of the mother tongue is permitted (, teacher does not need to know the students’ native language).b. Lessons begin with dialogues and anecdotes in modern conversational style.c. Actions and pictures are used to make meanings clear.d. Grammar is learned inductively.e. Literary texts are read for pleasure and aren’t analyzed grammatically.f. The target cultures also taught inductively.g. The teacher must be a native speaker or have native like proficiency in the target language.(Howatt, 1984)From the above we can see that in this method, grammar teaching focuses on grammatical rules and is sentenceoriented. Grammar cannot be used in real munication. And it neglects to foster learners’ writing and reading skills. It does not spread widely because of constraints involving budget, classroom size, time, and teacher background. And it is criticized for its lack of theoretical foundations.Audiolingual MethodNeither the GrammarTranslation Method nor the Direct Method has its roots in any linguistic or psychological theory。該教學(xué)方法可以更有效的促進初中學(xué)生對語法學(xué)習、記憶和使用。之后，分別對受試者進行了語法測試和問卷調(diào)查。鑒于初中英語語法教學(xué)現(xiàn)狀以及學(xué)生語法知識的實際情況，本文論述了如何將顯性語法教學(xué)和隱性語法教學(xué)合理地整合，以找到適合中國學(xué)生更加有效的語法教學(xué)方式。兩種教學(xué)觀的對立源于Krashen 和Schmidt關(guān)于顯性和隱性學(xué)習在二語習得中的作用的對立理論。 integration。教育碩士學(xué)位論文論文題目 Integration of Explicit and Implicit Grammar Instruction in EFL in Junior High Schools初中英語顯性與隱性語法教學(xué)的整合 ContentsContents iAbstract i摘要 iiiIntroduction 1 Background of the study 1 Purpose of the study 2 Significance of the study 2 Organization of this thesis 3Chapter One Literature Review 4 Historical review on grammar teaching 4 Grammar teaching in different language teaching methods 4 Grammar teaching in China 8 Situation of grammar teaching in junior high schools 10 Significance of grammar teaching in junior high schools 11 Review on explicit/implicit instruction in SLA 13 Explicit/implicit instruction 13 Development of explicit/implicit instruction 14 Debates on explicit/implicit grammar instruction 17 Views on explicit grammar instruction 17 Views on implicit grammar instruction 17 Summary 18 Researches on implicit and explicit instruction of grammar 19 Laboratory studies 19 Classroom studies 22 Studies on explicit / implicit instruction in China 23 Summary 23Chapter Two Theoretical Support 25 Related terms in explicit/implicit field 25 Techniques of explicit/implicit instruction 27 Techniques of explicit instruction 27 Techniques of implicit instruction 27 Combination of the explicit and implicit teaching strategies 28 Related theories 29 Krashen’s Acquisitionlearning Hypothesis 29 Schmidt’s Noticing Hypothesis 31 Summary 32Chapter Three Research Design 33 Research purpose and research hypothesis 33 Research purposes 33 Research hypotheses 34 Subjects 35 Textbook 35 Instruments 35 Tests 36 Questionnaire 36 Experimental procedures 37 Pretest 37 Experiment 37 Posttest 41 Data collection 42Chapter Four Results and Discussion 43 Results and analyses of the tests 43 Data from the tests 43 Discussion 46 Results and analyses of the questionnaire 46 Data from the questionnaire 46 Discussion 48Chapter Five Findings and Implications 49 Major findings of the research 49 Pedagogical implications 50 Limitations of the research 53 Suggestions for further research 54Conclusion 56References 58Acknowledgements 63Appendix I 64攻讀教育碩士學(xué)位期間發(fā)表的學(xué)術(shù)論文 79AbstractEnglish grammar teaching is part of English teaching in high schools. For a long period, grammar teaching has been a controversial subject in high school English teaching in China. Should grammar be taught? What is a more proper way of teaching grammar? How can the municative petence and language accuracy be balanced in English teaching of high schools? As to grammar teaching, there exist two main representative approaches: explicit grammar instruction and implicit grammar instruction. The two rival claims on grammar te