A Comparison of Implicit and Explicit Teaching in Terms of Grammar and Writing Skills of Intermediate Learners

Abstract

Teaching grammar has always been a very popular issue in the field of language studies. Explicit and implicit teachings are the main methods that are being applied for years in this field. This paper compares these two methods in terms of grammar success. Integrating this grammar knowledge to writing skills appropriately is another aim of this study. 40 intermediate university students whose ages are between 18-22 participated in this study. With pre and posttest and pre and post writings, a quantitative method was applied in this paper. T-tests, ANCOVA and descriptive statistics were identified with the aid of SPSS. Writing scores of both groups also were evaluated by two raters and the number of grammar mistakes was calculated. As a result of this study, a significant difference between pre and posttest was found. In addition, the explicit group's grammar and writing points were really better than the implicit group and the former group made fewer mistakes in their writings. This paper points out the significance of the explicit teaching method and gives the advice to administer and teachers about integrating these types of methods into language courses and curriculums.