声明
Abstract
摘要
Table of Contents
Chapter one Induction
1.1 Background of the Study
1.1.1 A Brief History of Grammar Teaching Approaches
1.1.2 Changes of Grammar Teaching in China
1.2 Rationale of the Study
1.2.1 Krashen’s Acquisition-learning Hypothesis(1982)
1.2.2 Schmidt’s Noticing Hypothesis(1990)
1.3 Significance of the Present Study
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Definitions of Relevant Terms
2.1.1 Implicit vs.Explicit Learning
2.1.2 Implicit vs.Explicit Knowledge
2.1.3 Implicit vs.Explicit Instruction
2.2 The Role of Instruction in SLA
2.2.1 The Non-interface Position
2.2.2 The Interface Position
2.2.3 The Selective Attention Position
2.3 Strategies of Implicit and Explicit Instruction
2.3.1 The Implicit Teaching Strategy
2.3.2 The Explicit Teaching Strategy
2.3.3 Combinatin of Implicit and Explicit Strategies
2.4 Researches on Implicit and Explicit Instruction of Second Language Grammar
2.4.1 Researches Concerned Non-English Syntactic Rules
2.4.2 Researches Concerned English Syntactic Rules
2.4.3 Shortcomings in Previous Studies
Chapter Three Methodology
3.1 Research Questions
3.2 Subjects
3.3 Target of Instruction
3.4 Research Design
3.5 Materials
3.6 Instruments
3.6.1 Proficiency test
3.6.2 Immediate Posttest and Delayed Posttest
3.7 Procedures
3.7.1 Proficiency Test
3.7.2 Pilot Study
3.7.3 Treatment
3.7.4 The Conduction of Immediate Posttest and Delayed Posttest
3.8 Scoring Methods
Chapter Four Experimental Result and Result Analysis
4.1 Experimental Result
4.2 The Result Analysis of Immediate Posttest
4.3 The Result Analysis of Delayed Posttest
Chapter Five Findings and Implications
5.1 Findings
5.1.1 The Facilitative Effect of Implicit Instruction
5.1.2 The Facilitative Effect of Explicit Instruction
5.1.3 The Synergistic Effect between Implicit Instruction and Explicit Instruction
5.1.4 The Combination Order of the Two Modes of Instruction
5.2 Implications
Chapter Six Conclusion
6.1 Summary
6.2 Limitations
6.3 Suggestions for Future Research
Bibliography
Appendix Ⅰ English Proficiency Test
Appendix Ⅱ Immediate Posttest
Appendix Ⅲ Delayed Posttest
Acknowledgements