A Review of Explicit and Implicit Grammar Instruction
Abstract
This article attempts to review a thorny issue that arose in ancient times and continues to attract the attention of modern researchers: the effective way for teaching grammar. Divergences loom large. Some go as far as to claim that grammar instruction has no effect on linguistic proficiency. Others believe that it is beneficent to focus on form either in deductive, inductive, explicit or implicit ways. Still others believe in combining methods in any teaching operation in order to enhance the learners' acquisition of grammatical rules.
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References
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