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the presentstudy that the rate of language learning could be accelerated by explicit ruleexplanation.In addition, under the conditions where the attention of the learners wasfocused on meaning only，the learning linguistic forms got ignored easily.Consequently, it was very slow for learners to pick up the underlying grammaticalrules. Therefore，rather than leave the students notice the linguistic features throughtheir own efforts, teachers should provide some necessary pedagogical assistance,That is to say，teachers should play a role of facilitator by drawing students1 attentionto the learning linguistic forms，arousing and enhancing students1 awareness of theunderlying grammatical rules.What must be pointed out was that the necessity and significance of explicit ruleinstruction did not mean an appeal to revive the most traditional language teachingmethod. It just attempted to propose that teachers should draw students’ attention totarget linguistic forms and arouse their consciousness of underlying grammaticalfeatures to facilitate their language learning.

5.3 Limitations of the Study and Suggestions for the FurtherStudy

The same significant group difference was displayed in the results ofindependent-samples t-tests on the mean scores in the posttest and the delayed posttest,that is, the performance of the explicit group was significantly better than that of theimplicit group. However, this did not necessarily lead to the conclusion that under allcircumstances explicit approach took an advantage over implicit approach in theacquisition of L2 grammar. After all, the results of the study might be interpreted forother perspectives. In addition, other possible factors, such as the complexity or thepragmatic utility of the target structure and the duration of the whole treatment, mightjeopardize the validity of the experiment.Most of the studies regarding implicit and explicit learning were carried out inESL contexts where English is the target language, learners in such environmentswere either provided with formal English instruction or exposed to English naturally.Therefore they had abundant access to English as their second language. Comparedwith these previous studies conducted in ESL contexts, the present study wasperformed in an EFL setting, where English is taught as a foreign language in schoolsubject but not commonly employed as a medium of instruction. Also, in this study,learners had no enough opportunities to get exposed to English on a long regular basis.In this sense, the current study could not be referred to as "long treatment" accordingto the same criteria used to classify the studies carried out in ESL contexts.Additionally, the subjects selected, sixty second-year English majors from aprovincial university might be underrepresented in EFL practical teaching in China.Also, three tests were employed as the single instrument in this experiment, whichmight influence the reliability of the research findings.What's more, the focus of the current study and most of the previous studies wason the direct comparison between the implicit conditions and explicit conditions. Sofar, few studies have been carried out in SLA literature to explore the effects of anintegrated instruction by combining implicit approach and explicit approach togetherto different degrees. Besides, during the exploration process，gender difference mightbe a significant factor that would make a difference in th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。