Teaching Grammar Explicitly and Implicitly for Teenagers

Jonathan Mendoza Núñez

Gerardo Chávez Aguilera
César Condo Neira

Professor Marcia Loo

Research Methods I
9 May 2016
 INTRODUCTION

The question of how grammar must be taught has been a main issue in
the subject of TESOL with a wide and polarizing range of opinions. Teaching
grammar explicitly is a particularly controversial topic, with some claiming it sets
a solid base for students in early stages of learning, and others arguing that a
comprehensive learning is the only effective method. Since learning grammar is
one of the most important topics within mastering the second language, this
question is of vital importance for a novice teacher.
Assuming grammar must be taught, should it be taught explicitly or not?
The first step in approaching this subject is to recognize the differences
between inductive and deductive strategies when applied to teenager students.
There must also be an analysis of the advantages and disadvantages of
teaching grammar in an EFL class, both explicitly and implicitly. Then, rather
than trying to choose one way or another, the value of specific characteristics in
each will be used to draw a conclusion that focuses on using both to a certain
degree, depending on the situation and the kind of students that will be taught.
 Teaching Grammar Explicitly and Implicitly for Teenagers

1. Theoretical Bases

1.1 Explicit Grammar Instructions

In the field of an EFL class, explicit grammar teaching can be explained as an
extension of deductive reasoning, even if it can also take an inductive approach.
Students are given a premise, that in this case is a set of rules, and formulate
their output by the completion of certain controlled tasks. Zheng defines it as
“the conscious and controlled process of learning the vocabulary and grammar
in language materials by dominant means, such as memory and grammar
analysis”. [1] The most basic approach based on explicit instruction is “focus-on-
forms”, which Ellis describes as an absolute focus on language features. [2] For
example, students are presented with the rules involving the past perfect tense,
and are asked to build sentences using a determined isolated verb. Thus, an
explicit approach is an unambiguous explanation of grammar rules.

1.2 Implicit Grammar Instructions

Implicit teaching, in contrast with the explicit one, is a method based on
comprehensive and inductive reasoning. Students build on a conclusion, in this
case the grammatical set of rules, based on using tasks as premises. Ellis
highlights the “focus-on-meaning” approach, which focuses on meaning and
communicative use of language. [3] Additionally, Ellis observes that it “favors the
learners’ discovery of the grammatical rules through tasks and therefore does
not involve giving grammatical explanations”. [4] For instance, students listen to
a conversation that uses the past perfect tense in several occasions, and are
asked to identify the verbs’ usage and build a set of rules that can be applied to
this particular kind of sentence. Therefore, we can see an implicit approach as
partially or completely opposed to an explicit one.

1.3 Teaching Grammar for Teenagers

Age is one of the biggest factors to be taken into account when teaching an L2.
Several studies and articles support this fact and agree that different
approaches must be taken when teaching children, teens and adults.
Children are able to learn an L2 more effectively than teenagers and adults.
Penfield and Roberts claim that in the topic of learning languages, “the brain
progressively becomes stiff and rigid” during the age span of 9-12. [5]

1 Zheng, Ling. Explicit and Implicit Grammar Teaching for English Major Students in University. p1
2
Ellis, Rod. Current issues in the teaching of grammar: an SLA perspective. p95
3
Ellis, Rod. Current issues in the teaching of grammar: an SLA perspective. p97
4
Ellis, Rod. A Research and Language Teaching. p86
5
Penfield, W. Roberts, L. Speech and Brain Mechanisms. p12.
Teenagers, however, are more dependent on their sense of risk-taking and
aversion of making mistakes. They are also easily bored but more likely to work
in a team than children or adults. Morgan states that the teacher should be able
to present challenges when facing teenagers and should favor team work. She
also argues that mistakes must be treated positively and enough interest must
be generated in the student to complete tasks. [6]

2. Advantages and Disadvantages

2.1 Advantages of Explicit Teaching

The most relevant advantages of explicit grammar instructions are:
1. It’s time saving.
2. Respects students’ expectations.
3. Teachers deal with language points as they come up.
Explicit teaching is, in general, a practical and straight-to-the-point method. [7]
Since it doesn’t require much preparation from the teacher, it makes sense that
is more favored compared to teaching implicitly. For example, it helps the
teachers save time for the class by quickly setting the rules for the students to
work with. Moreover, it will help the teacher to figure out how he or she will
handle the class because the language points are dealt as they come up. Thus,
teaching explicitly is all around an easier method that won’t implicate a lot of
time and, theoretically will generally satisfy teachers and students.
Chalipa observes that teaching explicitly respects and confirms learners’
expectations, particularly those with analytical learning style. [8] However, this
also means that those that have a lack of it could be in some kind of
disadvantage. Nevertheless, students can develop a familiarity with this type of
learning over time. And it will also help them to receive a more unambiguous
and clear set of rules.

2.2 Disadvantages of Explicit Teaching

The most relevant disadvantages of explicit grammar instructions are:
1. It is teacher-centered.
2. Does not demand creativity or imagination.
3. Can become ambiguous due to teacher’s incompetence.
4. Explanation is less memorable than presentation

6
Morgan, Carol. Hong Quin Zao, Annie. Consideration of Age in the L2 attainment. p8-9.
7
Chalipa, Simin. The Effect of Inductive vs. Deductive Instructional Approach in Grammar Learning of
ESL Learners. p5.
8
Ibid. p5.
The advantages of an explicit teaching have been analyzed, but there are also
many disadvantages left to be studied. Chalipa condemns this method for being
teacher-centered since most of the class is done by the teacher leaving
students’ interaction behind. [9] So, no matter what method the teacher is using,
he or she will have to prepare the lesson for students to learn and understand it.
One of the biggest flaws in the explicit grammar instruction is, as Chalipa points
out, the lack of creativity and imagination demands for the students, because
they won’t develop their critical thinking. Furthermore, not being active in class
will result in a less memorable lesson. [10] For instance, when students spend
the entire class listening to the teacher, the lesson will become tedious and
boring, leading them to start thinking in other things rather than analyzing the
class and imagine where they can use the grammar explained. Thus, the
tediousness that results from teaching grammar completely in explicit
instructions can be a big detriment for the student.

2.3 Advantages of Implicit Teaching

This method has several advantages favoring the students, such as:
1. It is more memorable.
2. It promotes the students’ autonomy and imagination.
3. It will mean a challenge for students.
4. Students get more language practice
It can be observed that the absorption of the rule will be more meaningful,
memorable and serviceable since it obligates students to produce a deeper
mental effort. In addition, students will be able to show their level of imagination
and autonomy. [11] For instance, a teacher presenting examples for the students
to infer the rule will make the students think critically and therefore, it will be
guaranteed their learning and understanding. Granted, students’ critical thinking
it’s implied for this to work. Nevertheless, teaching implicitly can improve poor
critical thinking over time, being even more effective if the teacher is able to
generate it. Then, implicit teaching, when done in a competent and cooperative
environment, will assure the complete understanding of the lesson.
In a more student-centered view, Ellis notices that an implicit learning involves
the students in a more active and attentive learning process because the
students will put the lesson as a challenge for themselves. [12] Not only will they
feel more motivated to learn, but, in the meantime, they will also get more
language practice. Therefore, teaching implicitly can create a more
communicative class environment.

9
Ibid. P5.
10
Chalipa, Simin. The Effect of Inductive vs. Deductive Instructional Approach in Grammar Learning of
ESL Learners. p6.
11
Ibid. p6.
12
Ellis, Rod. Current issues in the teaching of grammar: an SLA perspective. p97.
 2.4 Disadvantages of Implicit Teaching
As with the explicit instructions, there are several disadvantages in the implicit
way:
1. It can only be delivered by an experienced teacher.
2. Less time for actual practice of grammar.
3. Inferred rule could be wrong.
4. It can lead to students’ frustration.
In his studies of deductive and inductive grammar, Chalipa criticizes that
“inductive grammar can be used solely by an experienced and competent
teacher”. [13] Moreover, the teacher needs to know the students’ needs and
capacities. For example, students that lack an inductive learning technique
without the knowledge of the teacher won’t be able to absorb the lesson and, as
a result, will be in a tremendous disadvantage. So, an implicit grammar teaching
wouldn´t be recommendable for teachers who don´t have enough experience to
recognize this particular kind of students.

3. Explicit and Implicit Teaching when Applied to Teenagers

As previously stated, teenagers and young adults learn in a different way
compared to infants and adults, and are generally in a disadvantage when
learning an L2. If a “teenager” is someone within the age range of 13-21, then a
specific approach must be taken when using either implicit or explicit learning.
In a more general field, Morgan claims that infants respond much better to
implicit learning and adults, having better cognitive maturity than both teens and
children, can use comprehensive input combined with focus on form to better
understanding. [14] Teenagers are somewhere in the middle. Facts like previous
education and exposure to the L2 and the extroversion of a particular class are
essential when teaching teenagers.
Teenagers seem to have a preference for absolute explicit learning and they
expect it, thus the teacher must use it to some degree. Morgan states that
teenagers, unlike children, respond negatively to ambiguity and prefer to be told
factual rules instead of possibilities. [15] Moreover, Wayme agrees on the fact
that teenagers “cannot internalize grammar without considerable assistance”.
[16] Granted, as stated before, the overuse of explicit teaching can lead to

tediousness. Nevertheless, explicit exposure can be obtained using the

teenagers’ interests, i.e. music, fashion, social activities and similar themes.
Therefore, an explicit approach and a “focus-to-forms” perspective seems to be
the most simple and effective method for teenagers to learn.

13
Chalipa, Simin. The Effect of Inductive vs. Deductive Instructional Approach in Grammar Learning of
ESL Learners. p6.
14
Morgan, Carol. Hong Quin Zao, Annie. Consideration of Age in the L2 attainment. p8.
15
Ibid. p9.
16
Wayme, Rimmer. Getting the Mix Right: Teenagers and Grammar. p2.
This is even further supported by studies on different areas of grammar learning
in teenagers. Bouton used explicit instructions to teach pragmatic skills on 14
non-native speakers on the ages of 15-35, and found that such instructions
were very effective in this particular field. [17] Maeda studied the teaching of the
word “Please” on High-School Students using both explicit and implicit
approaches. In both sides, students improved their knowledge after a lesson
using explicit or implicit learning. However, the students that were taught
explicitly scored better than those who were taught implicitly. [18]

Table 1: Scores in Maeda’s study

But this is hardly the absolute answer. Explicit instructions do not seem to be
able to be sustainable on their own and do not allow students to monitor their
knowledge. Ellis acknowledges that “a focus-to-forms” approach is valid as long
as it includes an opportunity for learners to practice behavior in communicative
tasks”. [19] Not only are students prone to forget explicitly taught grammar with
no feedback, but they will also need an extensive amount of practice that will be
filled with corrections and errors that the teacher and themselves can monitor to
improve every day. Hasting declares that using an implicit approach in speech
and writing after a set of grammatical rules has been explicitly set is not only
useful but necessary. [20] Moreover, this will allow students to monitor their own
process of learning more effectively than if an entirely explicit approach was
used. Therefore, the success or failure of the entire process of teaching a
grammatical structure will rely on the degree of which students can use this set
of rules to self-edit their knowledge.

4. Building the Best Approach

4.1. The teacher

The teacher’s influence is not to be underappreciated when considering either
explicit or implicit instructions. Chalipa notes that one of the biggest differences
between the two is the amount of focus in the teacher. While an explicit
approach is more centered on the teacher’s ability to explain grammar structure

17
Bouton, L.F. Can NNS Skill in Interpreting Implicature in American English be improved through Explicit
Instruction? p89-109.
18
Maeda, Saho. A Study of Implicit Teaching and Explicit Teaching of the Usage of “Please” to High
School Students. p9.
19
Ellis, Rod. Current issues in the teaching of grammar: an SLA perspective. p97.
20
Hastings, Ashley. Murphy, Brenda. Implicit Standards for Explicit Grammar Teaching. p4.
and generate a more deductive learning in students, an implicit approach is
focused on the student and his ability to notice patterns in comprehensive
speaking or writing, which results in inductive learning. [21] According to Tally
Paul and Hui Ling, teachers implement both implicit and explicit teaching in EFL
classrooms worldwide. [22]

4.2. Combining explicit and implicit instructions

It can easily be inferred that explicit and implicit grammar instructions are not
repellent in a classroom, as they are only opposite approaches of teaching.
Zheng rightfully points out that “explicit grammar teaching and implicit grammar
teaching are not mutually exclusive opposites, but complement each other, and
are two parallel methods of teaching English suitable for different materials,
objects, situation, and stage.” [23] Additionally, a teacher can change
approaches as he likes, depending on the class. Therefore, using a mix of
explicit and implicit instructions, using the strongest assets in both, is the best
alternative.
For teenagers, we can see that an explicit explanation of grammar rules
respects the students’ expectations and can be very time-saving, as they are
presented with the empirical rules since the start. An explicit set of task based
on the interests of the class can be used to continue, but not for too long, as it
leads to tediousness, especially with teenagers. An implicit approach used later,
while providing comprehensive writing and speaking tasks, can maintain the
momentum in the class and improve the capacity of knowledge, long-term
learning and self-inspection in the students.
Thus, with this approach we maintain these advantages:
1. It’s time saving.
2. Respects students’ expectations.
3. It promotes the students’ autonomy and imagination.
4. It will mean a challenge for students.
5. Students get more language practice
And it repels these disadvantages:
1. It is teacher-centered.
2. Does not demand creativity or imagination.
3. Inferred rule could be wrong.
4. It can lead to students’ frustration.

21
Chalipa, Simin. The Effect of Inductive vs. Deductive Instructional Approach in Grammar Learning of
ESL Learners. p6.
22
Hui, Ling. Tally, Paul. Implicit and Explicit Teaching of English speaking and the EFL Classroom. p2.
23
Zheng, Ling. Explicit and Implicit Grammar Teaching for English Major Students in University. p4
 CONCLUSION
Both the explicit and implicit instructions for teaching grammar have pros and
cons. Teaching explicitly is effective but pays little attention to communication
and can lead to tediousness, and teaching implicitly is more involving but the
knowledge acquired is not as broad and it can lead to frustration. Both methods
are of poor quality when used alone, but certain characteristics of each can be
used to create a more appropriate approach. Teenagers prefer an explicit
exposition of grammar rules and an implicit set of communicative tasks they can
use to self-edit their knowledge and improve their speaking and writing abilities.

BIBLIOGRAPHY

[1] Morgan, Carol. Hong Quin Zao, Annie. Consideration of Age in the L2 attainment. p8-9.

[2] Wayme, Rimmer. Getting the Mix Right: Teenagers and Grammar. p2.

[3] Ellis, Rod. Current issues in the teaching of grammar: an SLA perspective. p97.

[4] Hastings, Ashley. Murphy, Brenda. Implicit Standards for Explicit Grammar Teaching. p4.

[5] Bouton, L.F. Can NNS Skill in Interpreting Implicature in American English be improved through Explicit
Instruction? p89-109.

[6] Maeda, Saho. A Study of Implicit Teaching and Explicit Teaching of the Usage of “Please” to High
School Students. p9.

[7] Rajabi, Peyman. Dezhkam, Elham. The Effect of Explicit Grammar Instruction on Improving Writing.
p72.