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ior high school, and focuses on the effects of theintegration of explicit and implicit instruction.
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Chapter II Literature Review

To check the effects of the integration of explicit instruction and implicitinstruction in English grammar classes, some definitions in this field should be known.The author adopts some theoretical foundations to support the research of the currentstudy. To finish this study, the author also reviews some relevant previous researchesat home and abroad.

1 Definition of Some Fundamental Concepts
In this section, the author will introduce some fundamental definitions in detailby reviewing the definitions of them. Due to that the linguists have studied ondistinguishing the explicit and implicit, and they have not reached agreement,However it is not defined in dichotomy, either. So, the definitions can be brieflyreviewed as follows:There are two kinds of important learning in English grammar learning, explicitand implicit learning. However, it is different to give distinctions to these two phrases.Different from the L1 acquisition which relies on the implicit learning, L2 acquisitionalways relies on both implicit and explicit learning. That is a difference betweenimplicit learning and explicit learning, with is the role they play differently in thelanguage acquisition. As the American psychologist A.S Reber proposed implicitlearning, he defines the implicit learning that “a primitive process of apprehendingstructure by attending to frequency cues” which is just opposite to“a more explicitprocess whereby various mnemonics, heuristics, and strategies are engaged to inducea representational systems”(Reber: 1996). Learners always have two procedures in L2language learning that language acquisition and language learning. Languageacquisition refers to that learners have no awareness when they are acquiring language,they are in an unconscious situation.
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1.2 Explicit and Implicit Knowledge
There are also two related terms in the L2 acquisition that explicit knowledgeand implicit knowledge. It is important and necessary to distinguish these two terms,for they are two models of teaching.The meaning of the explicit knowledge is the explanatory that the knowledgeunderstood independently of the logical basis, analyze that existed independently ofactual use, and abstract that adopted the actual linguistic behavior and form. Implicit knowledge refers that learning took place in a conscious situation which is alsoanalytic and communicated. R.Ellis (1994:355) defines the implicit knowledge as theknowledge that is intuitive and largely hidden: “there exist two types of implicitknowledge, formulaic knowledge and regular knowledge”. The formulaic knowledgeis made up of the ready-made knowledge of language. The regular knowledge is madeup of the internalized, generalized and abstract structures. The definition of implicitknowledge indicates that automatic and procedural. Language learners obtainknowledge in a conscious situation and they will know when they are using the targetimplicit knowledge. In L2 acquisition, explicit knowledge and implicit knowledge canalso be described that explicit knowledge is referred as declarative knowledge thatadopted via formal instruction while implicit knowledge is referred as proceduralknowledge. In addition, there is a comprehensive definition of these two terms whenthey are compared tog