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el EFL learnersimprove grammatical competence for SLA, and to suggest better implications forsecond language grammar instruction in the Chinese university-level EFL dassroomcontext.

1.2 Research Significance and Necessity

The present study aimed at investigating how implicit instruction and explicitinstruction affect the acquisition of the learning target，the relative clause structure.Three research questions in this comparative study were addressed as follows:1) Do implicit instruction and explicit instruction have a differential effect on theacquisition of the learning target, English relative clause，for Chinese university-levelEFL learners?2) If there is a positive answer to the first question，which instruction is more effectiveon the learning of the target construction.3) Are the effects of explicit instruction and implicit instruction durable in the longterm?From the perspective of practical teaching, additional empirical evidence mightbe provided in this experiment to shed some light on English grammar teaching in anEFL classroom context. As to which teaching approach should be employed, foreignlanguage teachers are often stuck in a trick situation. Whether implicit approach orexplicit approach should be employed in grammar instruction is one of the mostfrequently asked questions. As a matter of fact, explicit grammar-based instruction hasenjoyed high popularity in foreign language teaching for years. Language rules wereexplicitly presented and taught by teachers in isolation from meaningful contexts,while the students learned those rules passively and got involved in a sea of exercisesand practice. The emphasis of current English teaching in China is mainly placed oncommunication. Little attention is paid to English grammar instruction. The validityof implicit grammar teaching in China is still disputable. What's more，only a fewresearches have been conducted to probe into the effects of implicit approach andexplicit approach in China. Therefore，it is urgent for us to find out whichinstructional type is more effective for English grammar teaching for college studentsin the context of China.This experiment may provide implications on those questions.Most of the studies so far conducted to compare implicit instruction and explicitinstruction(Doughty, 1991; Robinson，1996; Rosa and 0’ Neill，1999) were understrictly controlled conditions. Whereas the relevant studies conducted in realclassroom setting were relatively few. Besides，whether the findings are applicable toclassroom settings is still under dispute. Therefore, more realistic classroomexperiments are called for.What's more, most of the relevant studies were carried out in ESL contexts3where learners have enough opportunities to get exposed to L2 naturally(Levin. 1970;Scott，1989，1990; Vanpatten and Oikkenon, 1996). Additionally，they have abundantaccess to L2 through formal instruction,Therefore, the impact of instruction could notbe easily distinguished from the impact of natural exposure. Studies carried out in anEFL context are needed.For all the above-mentioned, it was significant and necessary to carry out thepresent study to add to the classroom SLA experiments in an EFL (English-as-a-foreign-language) context, in the hope of giving implications on the grammarinstruction in China，especially for college students

1.3 Objectives of the Study

Teaching grammar to EFL learners has long be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。