Abstract  Explicit teaching and implicit teaching are prevailing among many methods of grammar instruction, which gained more attention and researched by more people。 Explicit grammar teaching is that teachers directly teach grammar rules, students taking notes and doing exercises to master grammar。 While implicit grammar teaching refers to creating a meaningful language environment, and teachers let the students read in their context。 The rules of the language found and summarized by students themselves。 However, the single use of explicit or implicit grammar teaching can not meet the requirements of student learning。 Based on this situation, this paper uses Krashen’s acquisition learning hypothesis and Schmidt’s“Noticing Hypothesis” theory as the foundation, conducting the research to the present English grammar teaching in senior high school problems。 At present, two kinds of tendency exist in the high school grammar teaching。 One is that a teacher centered examination, paying attention to teaching grammar rules, ignoring student’s overall language ability; the other that teachers abandon traditional grammar teaching, and focus on the communicative function of language。 This paper advocates the combination of explicit grammar teaching and implicit grammar teaching method to achieve a better effect, but also to help students to master grammar knowledge more easily。76028

Key words: grammar instruction; explicit teaching; implicit teaching

摘要在众多语法教学方法之中，显性与隐性语法教学获得更多的关注与研究。显性语法教学是指教师直接阐述语法规则，学生记笔记并通过练习来掌握语法;隐性语法教学是指教师创设有意义的语言环境，让学生在语境中进行听说读写，自己发现语言规则并进行总结。但是，单一地使用显性或隐性语法教学不能满足学生学习的要求。基于这种现状，本文以Krashen的“习得-学得假说”、Schmidt的“注意假设”理论为基础，对现在高中英语语法教学中存在的问题进行研究，发现了目前高中语法教学的两种倾向性。一种是教师以考试为中心，注重讲授语法规则，忽视学生整体语言能力；另一种是教师抛弃传统语法教学，关注语言交际功能。本文提倡结合显性语法教学和隐性语法教学的方法以达到更好的课堂效果，也帮助学生更加容易的掌握语法知识。

毕业论文关键词：高中语法教学；显性教学；隐性教学

Contents

1。 Introduction 1

2。 Literature Review 2

2。1 Grammar Teaching Method 3

2。2 Studies on Implicit and Explicit Grammar Teaching 5

3。Problems in Current English Grammar Teaching in High School 7

3。1 Test-oriented Explicit Teaching 7

3。2 Marginalized Implicit Teaching 8

3。3 Deficits of Current Grammar Teaching 9

4。 Application of Explicit and Implicit Grammar Teaching 11

4。1 Analyze Features of Different Grammar Items 11

4。2 Impart Grammatical Knowledge Explicitly 12

4。3 Raise Students’ Grammar Awareness Implicitly 13

4。4 Combine Explicit and Implicit Grammar Teaching 14

5。Conclusion 15

Works cited 16

1。Introduction