The Influence of implicit instruction on learning simple tenses in EFL classroom
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Date
2017
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Publisher
university of Oum- El- Bouaghi
Abstract
The Present study aims at investigating the effectiveness of teaching through implicit grammar instruction on learning English simple tenses in EFL classes. This research seeks to answer the following question: "To what extent does an implicit instruction affect EFL learners learning simple tenses at the Department of Economy?" In addition, it addresses the following hypothesis which states that students who are taught simple tenses with implicit instruction would perform better than students who are taught with explicit instruction in EFL classes. It was based on an experimental design which includes an experimental and a control group. The research took place at the "Department of Economy" at L'arbi Ben M'Hidi University with a sample of 52 first year LMD students. After gathering data and analysing them using the SPSS software, the results revealed that using implicit instruction in EFL classroom had a significant influence on students' learning simple English tenses. Finally, it was suggested that teachers would be well served to imply implicit instruction in their classes as a new method for teaching grammatical aspects, because it would be very beneficial for learners to improve their motivation for learning as well as communicating using English as a foreign/ second language.
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Keywords
Learning english, Grammatical aspects, Grammar instruction