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摘要：The main purpose of the current study was to explore the comparative effects of implicit instruction and explicit instruction on the acquisition of L2 grammar rules forChinese college learners.Participants in this experiment were carefully selected. They were composed ofsixty second-year English majors from two parallel classes in Anhui AgriculturalUniversity. The two classes were divided into experimental group and controlledgroup respectively. To see to it that the two classes were at the equal level of theiroverall English proficiency and prior proficiency concerning the learning target, priorEnglish proficiency test and pretest were administrated.

en referred to as a major concern,for English Language Teaching (ELT)classrooms in China has been profoundlyinfluenced by the development of second language teaching approaches. English as aforeign language has been taught as a major subject through all phases of Chinesestudents' study for decades，so ELT has remained a hot topic. Numerous studies havebeen conducted to explore the effectiveness of various teaching methodologies.The present study aimed at exploring how the two different instructionalapproaches, explicit instruction and implicit instruction, affect Chineseuniversity-level students' acquisition of the learning target, English relative clause. Italso intended to examine the durability of the effects of the two different instructionsin the long term for Chinese EFL college learners.To sum up，this study revolved around the acquisition of the learning target,English relative clause by language learners and also examined the durability ofexplicit and implicit teaching methods on learning relative clause by Chineseuniversity-level learners in an EFL classroom setting. This study was conducted in anattempt to find out which instructional type, explicit versus implicit, can facilitatemore accurate comprehension and correct judgment of a grammatical point，Englishrelative clause, in Chinese university-level EFL learners. In a word, the ultimateobjective of this study was that the major findings might help Chinese university-levelEFL teachers and learners gain deep insight into L2 grammar instruction theoreticallyand pedagogically.

1.4 Organization of the thesis

This thesis consisted of five chapters. Chapter one was 汪 brief introduction whichdescribed the general background information covering the research rationale，research necessity and significance, objectives of the study and organization of thethesis. In chapter two of literature review，some basic concepts including implicitlearning versus explicit learning, implicit knowledge versus explicit knowledge, andtheir relationship were explained at length. In addition, there was a general review ofthe relevant theoretical and empirical findings regarding implicit and explicitinstruction. Chapter three. Methodology, gave a detailed description of the currentstudy in terms of the subjects, materials，procedures, instrument, treatment, datacollection and analysis. Subsequently, the results of the three tests were reported in theorder of the three research questions and the findings discussed in chapter Four.Finally，chapter five came to the conclusion in which some pedagogical implicationswere provided，the limitations pointed out and some suggestions put forward forfurther studies ?

Chapter 2 Literature Review............. 6

2.1 Implicit learning vs Explicit Learning ............. 6

2.1.1 The Definitions and Characteristics............. 6

2.1.2 Implicit Knowledge vs Explicit Knowledge............. 8

2.1.2.1 The Definition of Implicit and Explicit Knowledge .............9

2.1.2.2 The Relationship Between Implicit and Explicit Knowledge .............10

2.2 Implicit Instruction and Explicit Instruction .............11

2.2.1 The Definition and Characteristics............. 12

2.2.2 Relevant Experimental Studies............. 13

2.2.2.1 Laboratory Studies .............13

2.2.2.2 Classroom Studies............. 15 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。