Based on my 15 years of EFL (English as a Foreign Language) teaching experience, "grammar education is implicit, not explicit," both against and against. For decades, many controversies by institutions, teachers, language teachers and language learners are that ELT (English Language Teaching) or more passive, integrated, subject matter to grammar school. Grammar is about the form and structure of words or morphology, as well as their interactions with sentences and syntax, as a branch of linguistics. The study of grammar points out how language works, which plays an important role both in acquiring English and learning. At the beginning of the 20th century, grammarians such as the German-American anthropologist Franz Boas and Danish linguist Otto Jespersen began to describe languages ​​and Boas's work was the basis for various types of American descriptive grammar studies. Jespersen's work was the primary role of such approaches to linguistic theories, such as Noam Chomsky Transformational Generative Grammar.

Chomsky, who studied structural grammar, sought to analyze structural grammar in English. This has led to grammar being viewed as a theorem of the language structure rather than the description of the actual sentences. The notion of grammar means that it is a tool for creating a structure, not a given language, but the ability to formulate and understand sentences in any and all languages. Since grammar is a tool to understand how language works, the final study of language studies is essential for language learning.

Strictly explicit grammar, but lessons based on grammar are often non-communicative. So they can be dull, difficult and difficult to assimilate students. Strict teaching of the grammar / structure – except for students of logical – mathematical or verbal – linguistic multiple intelligence – can be frustrating and extremely ineffective.

In the twentieth century, At the beginning of the century, Jespersen, like Boas, has to consider the thinking grammar instead of examining living speech by analyzing written documents. If the grammar is given in an implicit manner, students will be given a significant amount of grammar to study, without having them alienated to learn English or other foreign languages. I also agree with this implicit approach to language teaching. The most important way to accomplish this, is to add a function-based lesson immediately after teaching short grammar-based sessions in which the new grammar / structure is in context.

The hypothesis is that adult language learners have two different ways of developing skills and knowledge in another language, acquiring and learning. Getting a language is "to raise", that is, the development of a linguistic ability in natural, communicative situations. The learner's language differs from one another to "know the rules" and consciously knows the grammar / structure. The adults learn language, although they are usually not as simple as children. Acquisition is, however, the most important tool for acquiring language skills. The first language of the person (L1) is primarily taught in this way. Developing the language skills in this way typically involves implicit grammar teaching and learning.

Grammar Teaching Must Be Clear

However, this does not completely exclude explicit language teaching. Some of the basic features of an English-speaking grammatical structure are logical or similar to other speakers, and are not easy to understand in the context. In cases where the characteristics of English grammar are diametrically opposed or otherwise radically different from the way students express L1, explicit teaching may be required.

Aspects of English grammar that may be an extraordinary challenge for the students of EFL, the purpose of word order, the determinants (this, theirs, the, a), the assumptions (on, on, by, of) (do, have, have) but so yes, though), interviews, amplifiers (some, anyone, few, more) and differences between modal verbs (may, should, may, may be). Phrasal verbs are also a major challenge for Spanish speakers in communicative English language learning.

Some students are logical or linguistic biased thinkers who respond well to the structured presentation of new materials. The primary examples of logical-mathematic and verbal learners are those who often respond well to explicit grammar.

Based on my English language teaching and second and third foreign language learning (L2, L3) experience, the only approach using implicit or explicit methodologies is not as effective as using one or the other. Although it is essential to teach the elements of the language and to develop communication skills in our students, there is no way to introduce and practice the practice. Young learners have a more natural role in buying, while adults can enjoy significantly more "formal" language learning. The strengths of learning styles and intelligence are also significant factors.

There are a number of generally accepted methods for presenting the English language's voices, structure, and vocabularies, including conversational forms and four basic communication skills. Grammar provides a "communicative economy". Grammar education should be implicit or explicit, as teaching / learning conditions dictate to minimize student responses. Teachers are most concerned about being "a teacher, I do not understand".

Note: Academic references to this article are available on request.

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