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    Explicit Teaching

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    Crisanta Dicman Ueda
    The document discusses explicit teaching of grammar. It begins by providing background on grammar instruction and the debate around explicit vs. implicit teaching methods. It then defines explicit learning as a conscious, controlled process where learners understand and can articulate what they have learned. The purpose is to determine the significance, effectiveness, differences and challenges of explicit grammar teaching through a study of Grade 11 students using questionnaires and t-test analysis.

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    Explicit Teaching

    Uploaded by

    Crisanta Dicman Ueda
    178 views8 pages
    The document discusses explicit teaching of grammar. It begins by providing background on grammar instruction and the debate around explicit vs. implicit teaching methods. It then defines explicit learning as a conscious, controlled process where learners understand and can articulate what they have learned. The purpose is to determine the significance, effectiveness, differences and challenges of explicit grammar teaching through a study of Grade 11 students using questionnaires and t-test analysis.

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    The document discusses explicit teaching of grammar. It begins by providing background on grammar instruction and the debate around explicit vs. implicit teaching methods. It then defines explicit learning as a conscious, controlled process where learners understand and can articulate what they have learned. The purpose is to determine the significance, effectiveness, differences and challenges of explicit grammar teaching through a study of Grade 11 students using questionnaires and t-test analysis.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    178 views8 pages

    Explicit Teaching

    Uploaded by

    Crisanta Dicman Ueda
    The document discusses explicit teaching of grammar. It begins by providing background on grammar instruction and the debate around explicit vs. implicit teaching methods. It then defines explicit learning as a conscious, controlled process where learners understand and can articulate what they have learned. The purpose is to determine the significance, effectiveness, differences and challenges of explicit grammar teaching through a study of Grade 11 students using questionnaires and t-test analysis.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 8
    At a glance
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    The passage discusses the history and controversies around grammar teaching in English, as well as exploring grammar teaching methods suitable for China. It also introduces the concepts of explicit and implicit learning.

    Grammar teaching was taken very seriously in the 1960s due to the popularity of the grammar translation method. Its status has since weakened but foreign teachers still view grammar as important. Recent years have seen more exploration of suitable grammar teaching methods.

    Explicit learning refers to a conscious, controlled process of learning vocabulary and grammar through means like memory and analysis. Learners are aware of the learning process and can express what they have learned.

    EXPLICIT TEACHING

    INTRODUCTION
    In the field of English teaching, grammar
    teaching has always been a controversial topic. In
    the 1960s, due to the popularity of the grammar
    translation method, grammar is quite seriously. In
    recent years, more and more domestic scholars
    begin to explore the grammar teaching method that
    are suitable for the situation of China and think
    about the status of grammar teaching in college
    English teaching and the best combining site of
    language teaching theory with practice.
    Background of the Study
    The status of English grammar teaching in English
    teaching has weakened and even once disappeared in
    part English class until the late 1980s, foreign English
    teachers had a consistent view of the importance of
    grammar teaching. In recent years, more and more
    domestic scholars begin to think about the situation of
    China and explore the grammar teaching method.
    Conceptual Framework

    The concept of explicit learning was firstly proposed


    on the basis of finite state grammar experiment in 1967.
    Explicit learning refers to learning the vocabulary and
    grammar in language materials by dominant means, such as
    memory, grammar analysis, and so on, which is a process
    conscious and controlled. In this process, the learners know
    the composition of the learning process and can fully
    express the knowledge that has learned. Explicit learning
    has the characteristics of purpose, consciously,
    controllability and learning. While implicit learning is
    automatic, abstract, stable, and anti- interference.
    Statement of the Problem
    1. Level of Significance of explicit grammar teaching?
    2. Level of effectiveness of explicit grammar
    teaching?
    3. Significant difference of explicit grammar teaching?
    4. Challenges encountered explicit grammar
    teaching?
    METHODOLOGY

    Research Design
    Comparative descriptive method design will be used since
    the study.

    Population and Locale of the Study


    This study will be conducted to Grade 11 students . This is
    composed of two classes with the population of 80 grade 11
    students.
    Data Collection Instruments
    Data will be gathered by the use of questionnaire
    which was created by the researchers.
    Data Collection Procedure
    Questionnaires will be collected by the
    researchers with the help of some educators, school
    heads and English teachers who will distribute and
    administer the questionnaires.
    Treatment of Data

    To determine the Level of significance


    and level of effectiveness, significant
    difference, Degree of challenges
    encountered explicit grammar teaching
    t-test for one sample test will be employed.

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