The Effect of Implicit and Explicit Grammar Instruction on Learners’ Achievements in Receptive and Productive Modes

AbstractThe aim of this study was to investigate the effects of implicit and explicit language instruction on students’ ability to learn grammar and use it appropriately in their writing. To this purpose, two intact classes of 30 adult learners were chosen for teaching the targeted structure (present perfect) through different methods of instruction. The results indicated the outperformance of the participants in the explicit group over the performance of the participants in the implicit group in both productive and receptive modes. The findings support the arguments regarding the importance of metalinguistic awareness in language learning