【文章內(nèi)容簡介】 e educational environment needs to be explored further. Organization of this thesisThis thesis consists of 5 chapters.Chapter one is the literature review which contains three sections. The first section mainly reviews the previous grammar teaching at home and abroad. In the second section, explicit and implicit grammar instruction is introduced including the development of explicit and implicit instruction and different views on explicit and implicit instruction. In the third section, researches on explicit and implicit instruction of second/foreign language grammar are introduced and the problems of the previous researches are pointed out.Chapter two introduces the theories involved in this study, which include the related definitions, the techniques of explicit/implicit instruction, and the acquisitionlearning hypothesis and noticing hypothesis.Chapter three illustrates the whole procedure of the research. It covers the research purpose and hypothesis, subjects, instruments, experimental procedures and data collection.Chapter four is about the results of the experiment, which conclude the data analyses from the two tests: pretest and posttest, and the data analyses from the posttreatment questionnaire. It also gives a brief discussion on the results.Chapter five focuses on the major findings of the research and the implications of the integrative instruction in English grammar teaching. The author also points out the limitations of the research as well as the suggestions for further research.Chapter One Literature Review Historical review on grammar teaching Grammar teaching in different language teaching methodsFor the past 2500 years，grammar teaching has been the central part of foreign language teaching and learning (Rutherford 1987). And grammar teaching has undergone some changes throughout history. Teaching methods in different periods have had their own background of development and teaching objectives that differentiate them from each other. Changes in teaching methods result from changing views on grammar teaching. Before the 1970s, the mainstreams of L2 teaching are GrammarTranslation Method (GTM), Direct Method and Audiolingual Method.GrammarTranslate MethodGrammarTranslate Method had bee the standard way of studying foreign languages in schools by the nineteenth century. The aim of this method is to help learners to access and appreciate great literature and to translate literary works through extensive analysis of the grammar of the target language. Its advocates hold that foreign language study can train the mind and promote mental discipline and that learners will be able to read the language if they can manipulate the rules of grammar. In regard to grammar teaching, the GrammarTranslation Method has the following characteristics:a. Instruction is given in the native language of the students.b. There is little use of the target language.c. Focus is on grammatical 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。 the Audiolingual Method is based on both the struct