Effectiveness of Explicit Over Implicit Learningwhile Teaching Grammar
Date
2014
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
faculty of Education
Abstract
This research entitled “Effectiveness of Explicit over Implicit Learning whileTeaching Grammar” has tried to find out which way of giving instructionsnamely: explicit instruction or implicit learning is better to teach grammar.Itincludedboth ways of teaching while experimenting. The data was collectedfrom the classroom experiment in grade xii. Studentswere divided intoexperimental group and controlled group. The subjects were selected on thebasis of equal level of performance in their pre-test. It was found out thatexplicit way of teaching outperformedthe implicit way of learning as thestudents were aware about the language function before they encounter thegrammatical structure.
This thesis consists of fivechapters. The first chapter deals withbackground(basic concepts of grammar, importance of teaching grammar, effectiveness ofinstruction, instruction: explicit vs. implicit learning andeffectiveness ofexplicit instruction and implicit learning),statement of the problem, rationaleof the study, objectives of the study(tofind out the effectiveness of explicitinstruction and implicit learning and to experiment which instruction explicit orimplicit has more effective role n teaching grammar), hypothesis(ifexplicitinstruction is more effective than implicit learning in teaching grammar),significance of the study, delimitations of the study and operational definitionsof the key terms. Similarly, the second chapter deals with review of the relatedliterature and conceptual framework. Likewise the third chapter is concernedwith methods and procedures of the study, design of the study, population andsampling, data collection, data analysisand interpretation procedure. Thefourth chapter is about the results and discussion. And the last chapter dealswith summary, conclusion and implicationsof the studyat three levels(policylevel, implementation level and further researches).
Description
Keywords
fossilization argument, Deductive instruction, Inductive instruction