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of  the  long-term  retention  of  knowledge,  which makes language teachers begin to question the different roles of explicit and implicit instruction in  a  second  language  learning  and  teaching  environment.  Especially,  in  the  mid-1960s,  a distinction between explicit and implicit ways of learning and teaching began to originate in the field of SLA (Stern 1999). During the past 30 years, scholars have given much emphasis on the functions  and  relationship  between  explicit/implicit  knowledge  as  well  as  the  effectiveness  of explicit/implicit  language  instruction,  for  these  issues  are  fundamental  to  understanding  the nature  of  SLA,  to  developing  a  theory  to  explain  how  it  takes  place,  to  improving  language pedagogy and to developing language tests (Ellis et al. 2009). The  issue  of  whether  or  not  there  is  an “interface”  between  explicit  and  implicit  learning and  knowledge  has  been  questioned  for  a  long  time,  as  it  is  of  crucial  importance  when  we consider  the  role  of  instruction  in  SLA.  Up  to  now,  three  very  different  answers  have  been offered to the “interface” question. 
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Chapter Two   Literature Review 

2.1 Introduction 
In light of English learning and teaching in China, language instruction is considered as an important  aspect  that  affects  English  learning  and  acquisition.  A  comprehensive  review  of theories  and  studies  draws  an  overall  evaluation  on  explicit/implicit  knowledge, explicit/implicit learning, explicit/implicit instruction as well as the definition and classification of epistemic stance markers in order to prepare for full investigation into the  effect of the two ways  of  instruction.  Meanwhile,  the  theoretical  foundation  of  the  study  as  well  as  previous studies  on  explicit/implicit  instruction  at  home  and  abroad  will  be  presented  in  order  to  make sure of a smooth implementation of the experiment. 
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2.2 Conceptual Study of Relevant Terms 
The  terms  which  are  needed  for  the  purpose  of  conducting  this  empirical  study  will  be given  firstly,  concerning  stance,  explicit/implicit  knowledge,  explicit/implicit  learning  and explicit/implicit  instruction.  The  introduction  and  classification  of  these  terms  serve  as  an important foundation for the design of this study.Stance  is  a  commonly  used  term  across  interactional  lingu本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。