Explicit vs. Implicit Grammar Teaching in EFL Classroom: A Literature Review

Yıl 2023, Cilt: 9 Sayı: 1, 14 - 26, 03.01.2024

Hasan Ali Şahinkaya

https://doi.org/10.17985/ijare.1369773

Öz

This study aims to explore the effectiveness of explicit and implicit grammar instruction in the context of teaching English as a foreign language (EFL). The primary objective of the study is to conduct an in-depth examination of the existing body of literature pertaining to explicit and implicit grammar teaching in EFL classroom, providing valuable guidance to English language educators in their choice of the most suitable method for their students. In this manner, a multitude of articles and books have been examined, encompassing various aspects, including advantages, drawbacks, and other attributes associated with both explicit and implicit approaches to grammar instruction. The findings derived from this extensive review reveal that both explicit and implicit grammar teaching approaches yield positive outcomes and each has its own efficiency, depending on various factors.

Anahtar Kelimeler

grammar teaching, explicit grammar, implicit grammar, EFL.

Kaynakça

• Abune, A. A. (2019). Effects of Peer Scaffolding on Students' Grammar Proficiency Development. Online Submission, 7(5), 105-120. https://doi.org/105-120. 10.14662/IJELC2019.081
• Akakura, M. A. (2009). Effect of explicit instruction on implicit and explicit second language knowledge: An empirical study on English article acquisition. (Unpublished Doctoral Thesis). University of Auckland, Auckland.
• Akakura, M. (2012). Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge. Language Teaching Research, 16(1), 9-37. https://doi.org/10.1177/1362168811423339
• Alenezi, S. M. (2019). Exploring explicit and Implicit grammar teaching. International Journal of Applied Linguistics and English Literature, 8(1), 104-106. https://journals.aiac.org.au/index.php/IJALEL/article/view/5251
• Altun, L., & Dincer, R. (2020). A Comparison of Implicit and Explicit Teaching in Terms of Grammar and Skills of Intermediate Learners. Bartın University Journal of Faculty of Education, 9(1), 96-105. https://doi.org/10.14686/buefad.601184
• Aydin, H., Rahmanpanah, H., & Mohseni, A. (2023). Application of Grammatical Judgment Tests to the Measurement of Explicit versus Implicit Knowledge in EFL Classroom. Journal of Language and Translation, 13(1), 131-149. https://doi.org/10.30495/TTLT.2023.699064
• Batstone, R. (1994). Grammar. Oxford: Oxford University Press. Bhatia, V. K. (1997). The Power and Politics of Genre. World Englishes, 16(3), 359-371. https://doi:10.1111/1467- 971x.00070
• Birsen, T. (2012). Grammar in EFL Pedagogy: To be or not to be: Explicit or implicit grammar instruction in EFL. International Journal of Humanities and Social Science, 2, 120-122. https://www.ijhssnet.com/journals/Vol_2_No_5_March_2012/12.pdf
• Celce-Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL Quarterly, 25(3), 459–480. https://doi.org/10.2307/3586980 Cook, V. (2016). Second language learning and language teaching. (5th ed.) New York: Routledge.
• Crystal, D. (2004). The past, present, and future of World English. In A. Gardt & B.-R. Hüppauf (Eds.), Globalization and the future of German (pp. 27–45). KG, Berlin: Walter de Gruyter GmbH & Co. De Graaff, R., & Housen, A. (2009). Investigating the effects and effectiveness of L2 instruction. The handbook of language teaching, 726-755. https://doi.org/10.1002/9781444315783
• DeKeyser, R. M. (1995). Learning Second Language Grammar Rules. Studies in Second Language Acquisition, 17(3), 379-410. https://doi:10.1017/s027226310001425x DeKeyser, R. M. (2009). Cognitive‐psychological processes in second language learning. In H. M. Long, and C. J. Doughty (Eds.), The handbook of language teaching (pp.119-138). Hoboken, NJ: Blackwell. Deng, F., & Lin, Y. (2016). A Comparative Study on Beliefs of Grammar Teaching between High School English Teachers and Students in China. English Language Teaching, 9(8), 1-10.http://dx.doi.org/10.5539/elt.v9n8p1
• Ebadi, Mandana R., Saad, Mohd R. M. & Abedalaziz, N. (2014). Explicit form focus Instruction: The effects on implicit and explicit knowledge of ESL learners. Malaysian Online Journal of Educational Science, 2(4), 25-34. https://ajba.um.edu.my/index.php/MOJES/article/download/12846/8240
• Ellis, N.C. (2008). Implicit and Explicit Knowledge about Language. In Hornberger, N.H. (Eds.), Encyclopedia of Language and Education (pp.1878-1890). Boston, MA: Springer.
• Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: Oxford University Press. Ellis, R. (1994). A theory of instructed second language acquisition. In N. Ellis (Eds.), Implicit and explicit language learning (pp. 79-114). London: Academic Press.
• Ellis, R. (2001b). Investigating Form-Focused Instruction. In R. Ellis (Eds.), Form-Focused Instruction and Second Language Learning (pp. 1—46). Oxford: Blackwell. Ellis, R. (2002). Does Form-Focused Instruction Affect the Acquisition of Implicit Knowledge. A Review of Research. Studies in Second Language Acquisition, 24, 223- 236.https://doi.org/10.1017/S0272263102002073
• Ellis, R. (2006). Current Issues in the Teaching of Grammar: An SLA Perspective. Tesol Quarterly, 40(1), 83-107. https://doi.org/10.2307/40264512
• Erlam, R. (2003). The Effects of Deductive and Inductive Instruction on the Acquisition of Direct Object Pronouns in French as a Second Language. The Modern Language Journal, 87(2), 242–260. http://www.jstor.org/stable/1193035
• Hammerly, H. (1975). The Deduction/Induction Controversy. The Modern Language Journal, 59(1/2), 15-18. https://doi.org/10.2307/325441
• Harley, B., & Swain, M. (1984). The interlanguage of immersion students and its implications for second language teaching. In Davies, A., Criper, C. & Howatt, APR, (Eds.), Interlanguage (pp.311). Edinburgh: Edinburgh University Press.
• Higgs, T. V. (1985). Teaching Grammar for Proficiency. Foreign Language Annals, 18(4), 289–296. https://doi.org/10.1111/j.1944-9720.1985.tb01806.x
• Hulstijn, J. H. (2005). Theoretical and Empirical Issues in the Study of Implicit and Explicit Second-Language Learning: Introduction. Studies in Second Language Acquisition, 27(2), 129-140. https://doi:10.1017/S0272263105050084
• Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning. Oxford: Oxford University Press.
• Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. New York: Prentice Hall. Lapkin, S., Hart, D., & Swain, M. (1991). Early and Middle French Immersion Programs: French Language Outcomes. Canadian Modern Language Review, 48(1), 11-44. https://doi/pdf/10.3138/cmlr.48.1.11
• Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. Boston: Thomson/Heinle. Larsen-Freeman, D. (2009). Teaching and Testing Grammar. In Doughty, C & Long, M. (Eds.), The Handbook of Second Language Acquisition (pp.518-542). Chichester, England: Wiley-Blackwell As Sociates Inc.
• Larsen-Freeman D., Long M.H. (2014). An introduction to second language acquisition research. London: Routledge. Ling, Z. (2015). Explicit Grammar and Implicit Grammar Teaching for English Major Students in University. Sino-US English Teaching, 12(8), 556-560. https://doi:10.17265/1539-8072/2015.08.002
• Long, M. (1983). Does Second Language Instruction Make a Difference? A Review of the Research. Tesol Quarterly, 17(3), 359-382. https://doi.org/10.2307/3586253
• Long, M. H. (1988). Instructed Interlanguage Development. In L. Beebe (Eds.), Issues in Second Language Acquisition: Multiple Perspectives (pp.115-141). Rowley, MA: Newbury House.
• Long, M. H. (1991). Focus on Form: A Design Feature in Language Teaching Methodology. In K.de Bot, R. Ginsberg & C. Kramsch (Eds.), Foreign Language Research in Cross- Cultural Perspective (pp.39-52). Amsterdam: John Benjamin.
• Michaud, G., & Ammar, A. (2023). Explicit Instruction within a Task: Before, During, or After?. Studies in Second Language Acquisition, 45(2), 442-460. https://doi:10.1017/S0272263122000316 Naderi, S. (2018). EFL Learners’ Grammar Knowledge Development through Explicit and Implicit Feedback: Social
• Networks in Focus. Anatolian Journal of Education, 3(1), 31-38. https://doi.org/10.29333/aje.2018.313a Nassaji, H., and Fotos, S. (2004). Current Developments in Research on the Teaching of Grammar. Annual Review of Applied Linguistics, 24, 126-145. https://doi:10.1017/S0267190504000066
• Nassaji, H., & Fotos, S. S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. Oxfordshire: Routledge. Nazari, N. (2013). The Effect of Implicit and Explicit Grammar Instruction on Learners' Achievements in Receptive and Productive Modes. Procedia-Social and Behavioral Sciences, 70, 156-162. https://doi:10.1016/j.sbspro.2013.01.051
• Nejadansari, D., Moeen, A., & Dabaghi, A. (2023). The Impact of Implicit vs. Explicit Grammar Teaching through Scaffolding on Iranian Learners’ Speaking Motivation and Self-Efficacy: ESP Students in Focus. Iranian Evolutionary and Educational Psychology Journal, 5(1), 64-73. https://doi.org/10.52547/ieepj.5.1.64 Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-Analysis. Language Learning, 50(3), 417-528. https://doi.org/10.1111/0023-8333.00136 Nunan, D. (1994). Linguistic Theory and Pedagogic Practice in Perspectives on Pedegogical Grammar. In T. Odlin (Eds.), Perspectives on pedagogical grammar (pp.253-271). Cambridge, England: Cambridge University Press.
• Pehlivan, A. & Seçkin Aydın, İ. (2022). Discussions about grammer teaching today. Journal of Language Education and Research, 8(1), 166-206. https://doi.org/10.31464/jlere.1050268
• Pica, T. (1983). Adult Acquisition of English As a Second Language Under Different Conditions of Exposure. Language learning, 33(4), 465-497. https://doi.org/10.1111/j.1467-1770.1983.tb00945.x
• Rahman, A. M. A. & Rashid, R. A. (2017). Explicit and Implicit Grammar Instructions in Higher Learning Institutions. English Language Teaching, 10(10), 92-101. https://doi:10.5539/elt.v10n10p92
• Ranalli, J. M. (2001). Consciousness-Raising versus Deductive Approaches to Language Instruction: A Study of Learner Preferences. (Unpublished Master’s Thesis). The Centre for English Language Studies, University of Birmingham, Birmingham. Robinson, P. (1996). Learning Simple and Complex Second Language Rules Under Implicit, Incidental, Rule-Search, and Instructed Conditions. Studies in Second Language Acquisition, 18(1), 27-67. https://doi:10.1017/S0272263100014674
• Rosa, E., & O'Neill, M. D. (1999). Explicitness, intake, and the issue of awareness: Another piece to the puzzle. Studies in second language acquisition, 21(4), 511-556. https//doi:10.1017/S0272263199004015 Rutherford, W., & Sharwood Smith, M. (1988). Grammar and Second Language Teaching. New York: Newbury House.
• Schmidt, R. W. (1990). The Role of Consciousness in Second Language Learning. Applied Linguistics, 11(2), 129-158. https://doi.org/10.1093/applin/11.2.129 Seliger, H. W. (1975). Maturational Constraints in the Acquisition of Second Language Accent. Language Sciences, 36, 20-22. https://api.semanticscholar.org/CorpusID:148901439
• Shaffer, C. (1989). A comparison of inductive and deductive approaches to teaching foreign languages. The Modern Language Journal, 73(4), 395-403. https://doi.org/10.2307/326874
• Sheen, R. (2002). 'Focus on Form' and 'Focus on Forms'. ELT Journal, 56(3), 303-305. https://doi.org/10.1093/elt/56.3.303
• Sik, K. (2015). Tradition or Modernism in Grammar Teaching: Deductive vs. Inductive Approaches. Procedia-Social and Behavioral Sciences, 197, 2141-2144. https://doi.org/10.1016/j.sbspro.2015.07.340
• Soleimani, H., Jahangiri, K., & Gohar, M. J. (2015). Effect of Explicit and Implicit Instruction on Implicit Knowledge of English Past Simple Tense. International Journal of Asian Social Science, 5(5), 257-265. https://doi:10.18488/journal.1/2015.5.5/1.5.257.265
• Sopin, G. (2015). Teachers' Beliefs and Perceptions of Grammar Teaching in EFL/ESL Classroom at Misurata University, Libya. SMART MOVES JOURNAL IJELLH, 3(10). https://ijellh.in/index.php/OJS/article/view/990 Spada, N., & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta‐ analysis. Language learning, 60(2), 263-308. https://doi.org/10.1111/j.1467-9922.2010.00562.x
• Widodo, H. (2006). Designing a genre-based lesson plan for an academic writing course. Journal of English Teaching: Practice and Critique, 5(3), 173-199. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=67c303aed3a18e966f7a1fdaf8edf713a57a77be