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ether, which can be listed as follows: 1) Explicit knowledge canbe gotten in any time during your life, while implicit knowledge can be learned incritical period of your life. 2) Explicit knowledge is controlled means while implicitknowledge in automatic means. 3) Explicit knowledge is planned before whileimplicit knowledge is procedural. 4) Explicit knowledge is verbalized. 5) Explicitknowledge is accessible in dealing with difficulties while implicit knowledge is onlyaccessible in performance. 6) Explicit knowledge is variable and systematical whileimplicit knowledge is unsystematic and invariable.7) Explicit knowledge is anawareness of consciousness and the implicit knowledge is tacit.
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Chapter III Reseach Methodology..........22
1 Research Purposes.........22
2 Hypotheses....22
3 Research Questions....... 22
4 Subjects.........23
5 Instruments....23
6 Experimental Procedures.......24
Chapter IV Data Analysis and Discussion...... 30
1 Results and Analyses of the Tests.......... 30
1.1 Date from Tests.....30
1.2 Discussion.... 33
2 Results and Analyses of the Questionnaire.... 34
Chapter V Conclusion.... 39
1 Major Findings of the Research.....39
2 Implications of the Research..........40
3 Limitations of the Research........... 41

Chapter IV Data Analysis and Discussion

For the collected data, this chapter will elaborate on the data and check theeffectiveness of the integration of explicit and implicit instruction on Englishgrammar teaching of Chinese senior high school students. Not only the scores of thepre-test and post-test will be presents, but also the results of the questionnaire. Thescores will be followed by the description of the results of the pre-test and post-test,and the effectiveness of the results of the questionnaire.

1 Results and Analyses of the Tests

The pre-test is given to check whether participates of the experimental class andthe control class are in the similar English grammar level before the experiment. Theresult of the post-test will check the effectiveness of these two means of differentinstructions, the integration of explicit and implicit instruction and the explicitinstruction. What’s more, the difficulty in vocabulary and mistakes of the grammaritems will be ignored.The author gives independent- samples for the pre-test to testify whether there isno significant differences between experimental class and control class in Englishgrammar level before the experiment. The result can be listed as follows:As we can see from Table 4.2, the date in this chart tells us the differencesbetween experimental class and control class in English grammar level in post-test.The mean score of experimental is 79.5334, and that of the control class is 65.6334.The students in experimental class did much better than the students in control class.The mean score of EC is higher than that of CC. The mean score of these two classhas significant differences. In addition, the sig. score is .026, (p<0.05), which showsthere is obvious differences between the two class in post-test. After the author adoptthe integration of explicit and implicit instruction in experimental class and theexplicit instruction in control class, the grades of the two classes are the different.This table shows the efficient effects of the integration of expli本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。