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processed and analyzed in a  scientific  way.  The  results  of  the  experiment  is  satisfying  since  it  not  only  verifies  the hypothesis,  but  also  reflects  the  different  effects  of explicit  instruction  and  implicit  instruction on Chinese EFL learners  and puts  forward some  meaningful implications  for  English teaching and  learning.  This  chapter,  thus,  is  to  report,  analyze  and  discuss  the  results  of  the  research according to the sequence of the research questions. 

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Conclusion 

The  results  and  analysis  of  the  experiment  verifies  the  different  effects  of  explicit instruction  and  implicit  instruction.  Compared  with  implicit  instruction,  the  effect  of  explicit instruction is obvious in terms of the improvement of learners’ epistemic types and performance in their writing. Implicit instruction, however, is more effective for learners’ long-term retention of the target language point. Through the  experiment and the data  analysis, major findings are figured out to throw light on English teaching and education in the future. This study, as an empirical one, aims to testify the effect of explicit instruction and implicit instruction  on  Chinese  EFL  learners’  use  of  epistemic  stance  markers.  During  the  experiment, three  tests  are  designed  to  measure  students’  improvement  and  development  in  both  the experimental group and the control group. According to the comparison of the results between the experimental group and the control group, the major findings are listed as follows.  (1)  Explicit  instruction  is  more  effective  on  improving  Chinese  EFL  learners’  English learning  ability  with  the  main  focus  on  form.  This  finding  is  similar  to  the  study  of  many researchers  and  scholars  in  the  field  of  EFL  and  SLA.  In  the  present  English  teaching environment,  EFL  teachers  should  be  encouraged  to  use  explicit  instruction  more  frequently and give a detailed explanation of the target language rules before teaching the language point. More  attention  should  be  paid  to  learners  at  low  proficiency  level,  for  the  rules  of  the  target language may be difficult and incomprehensible for them to obtain in a short period of time. (2)  The  effect  of  implicit  instruction  is  less  significant  than  explicit  instruction  in  a  short term.  That  is  to  say,  implicit  instruction  needs  more  time  to  reach &nb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。