article+reflection+by+BARIŞ+ERGÜN

In this article, there is a study on the effects of explicit and implicit instruction on grammar. This study was conducted in Dokuz Eylül University by the prep class students of the School of Foreign Languages. This study aims to find whether there are some different results of implicit and explicit grammar instruction. For this purpose, the researchers Feryal Çubukçu and Tuğba Niğdeli formed two groups of the same level of English proficiency. One of the groups was control group and the other one is experimental group. The level of the proficiency of both groups was C2 (Intermediate). First Conditional was taught to these groups throughout 4 weeks. However; one group was taught implicitly and the other one was taught explicitly. The results of the study showed us that there is no significant difference between explicit and implicit instruction of first conditional. Both implicit and explicit instruction has advocates. Some believe that explicit instruction is better, quicker way to cause awareness. However; some believe in implicit knowledge as the communicative need arises with it. Explicit instruction focuses more on the directions of the teacher, rules and forms. First teacher explains the rules. Teacher gives some examples related to these rules. Then, learners do activities to practice these rules. Implicit instruction focuses more on deductions. It is like the way we learn our mother tongue. We are not aware of the rules; however, we use them in the context and then we infer the rules from the context. By the way, these strategies can be converted to each other. We can use implicit instruction and then this can be converted into explicit instruction or explicitly learned things can be converted into implicit ones. For example; we can learn the rules of modals; however, we may forget the rules. Although we forget the rules of modals, we may continue to use them in context without having any problem. Actually I have experienced this kind of conversion. Before I won the Middle East Technical University, I had worked very hard for grammar rules. When I entered the university entrance examination, I knew all the rules. I had learnt all the rules explicitly by my English teachers. However, I have forgotten after I attended to the university. Although I have forgotten most of the grammar rules in English, I have used them in many contexts. This can be a good example of conversion from explicit instruction to implicit. Which one of the strategies should be used in our classroom is an issue opens for a debate. This study is a good one for concrete data to show us that there is no significant difference between these two strategies. Both of them can be used according to classroom profile, learners’ proficiency, multiple intelligences, context and rules. Students may prefer to be instructed implicitly if they tend to deduct, communicate for rules, etc. For instance, adults may prefer to be instructed explicitly as they don’t want to waste time with deductions. As teachers we should know which strategy to apply for which student. I cannot say this strategy is better than this. It changes from situation to situation. Finally, this study is a nice proof for “there is no super strategy for grammar teaching”. Both explicit and implicit instruction can be used in grammar teaching. In my opinion, the most important thing in grammar teaching is to know our learners well as teachers. We should know them better to apply the most efficient strategy for them. However; I am against to use of only explicit or implicit instruction. We should use them accordingly and they should be converted to each other. I am also one of the supporters of “participation of learners to their own learning process”. I believe that success of learners increases when they take part in their own learning process. In implicit instruction, this involvement may increases. Explicit teaching may bore students and they may get distracted. Thus, I may tend to give importance to implicit instruction. However; I should analyze my students at first to choose which strategy to apply in my teaching. ** Reference: ** Cubukçu, F.& Niğdeli, T.(2011). //The Effects of Explicit and Implicit Instruction on Grammar. // 7th International ELT Research Conference” Philosophical Perspectives in ELT Research” 27-28 April
 * REFLECTION ON THE ARTICLE **  ** “THE EFFECTS OF EXPLICIT AND IMPLICIT INSTRUCTION ON GRAMMAR” by BARIŞ ERGÜN **