A Comparison of Implicit and Explicit Teaching in Terms of Grammar and Writing Skills of Intermediate Learners

Year 2020, Volume: 9 Issue: 1, 96 - 105, 05.02.2020

Lokman Altun , Rabia Dinçer

https://doi.org/10.14686/buefad.601184

Cited By: 4

Abstract

Teaching grammar has always been a very popular issue
in the field of language studies. Explicit and implicit teachings are the main
methods that are being applied for years in this field. This paper compares
these two methods in terms of grammar success. Integrating this grammar
knowledge to writing skills appropriately is another aim of this study. 40
intermediate university students whose ages are between 18-22 participated in
this study. With pre and posttest and pre and post writings, a quantitative method
was applied in this paper. T-tests, ANCOVA and descriptive statistics were
identified with the aid of SPSS. Writing scores of both groups also were
evaluated by two raters and the number of grammar mistakes was calculated. As a
result of this study, a significant difference between pre and posttest was
found. In addition, the explicit group's grammar and writing points were really
better than the implicit group and the former group made fewer mistakes in
their writings. This paper points out the significance of the explicit teaching
method and gives the advice to administer and teachers about integrating these
types of methods into language courses and curriculums. 

Keywords

grammar, implicit teaching, explicit teaching, writing

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