INTRODUCTION

Grammar is the business of taking a language to pieces, to see how it work, David
Crystal (1995). In the last few decades, there are changes in grammar usage. It makes
grammar become more interesting and develop into a new chapter. Grammar have grown
into a new standard. This fits in with the notion that the English language has become
more and more efficient, a view which goes back to at least the nineteenth century, when
under the influence of Darwins ideas of evolution some scholars believed that languages
evolved into increasingly efficient tools for communication. The evolution however
create new cases regarding the best way to teach English (grammar) especially as the
second language.
Nassaji, H., & Fotos, S. (2004) in Current developments in research on the teaching
of grammar Annual Review of Applied Linguistics, 24 126-145 briefly review two main
issues which is whether grammar teaching makes any difference to language learning and
what kind of grammar teaching have been suggested to facilitate second language
learning. Explicit grammar teaching seems to one of the most effective way to teach
grammar. This is also proved by Nastaran Nazari (2004) in his research entitled The
effect of implicit and explicit grammar instruction on learners achievements in receptive
and productive modes he stated that Apart from all the criticisms, the general result of
the studies so far, have confirmed the fact that explicit teaching strategy has a better
effect on improving the EFL learners' L2 grammar. However, more research is required
to come to the point of certainty.

PART 1 (a)
Explicit teaching is an instructional strategy used by teachers to meet the needs of
their students and engage them in unambiguous, clearly articulated teaching. Explicit
teaching is more to teacher-centered strategy which had been used since our days in
primary schools. Teachers plan for explicit teaching to make clear connections to
curriculum content, through a concise focus on the gradual and progressive steps that lead
to a students development and independent application of knowledge, understanding and
skills. Explicit teaching focused more on grammatical structure in order to enhance
students understanding. However, there are a lot of arguments about choosing the best
method in teaching grammar especially as a second language. Nasaji and Fotos (2004)
discussed various responses about explicit teaching of grammar. The advantages and
disadvantages of explicit grammar teaching is shown below.

a) Advantages of explicit grammar teaching

i. Help learners to develop the kind of knowledge they need for communicative
language use.
ii. Increase learners awareness of the forms and their accuracy of use
b) Disadvantages of explicit grammar teaching
i. The effects of learning are short-lived and superficial
ii. Language learning is ultimately implicit in nature
The first advantage of explicit grammar teaching based on this research is, it will
help learners to develop the kind of knowledge they need for communicative language
use. Even though language is better when learners acquire it, learners still encountered
difficulty to understand. For example, learners with English as their mother tongue
realize that plural form of mouse will be mice not mouses. They will take this situation
easily without noticing that this is actually one of the grammar form, irregular verbs.
Learners with different language learn English through explicit grammar teaching will be

more careful to use the correct structure when they communicate. Amanda MoritzSaladino (2015) in her article stated that Explicit grammar instruction is conducive for
knowing the rules of a language. In addition, it provides a solid knowledge of
grammar and syntax. In other words, this all amounts to mastering how the language
works. Introducing grammar to primary learners in Malaysia started at a very young age.
At this point, learners only learn basic form of grammar. But, if harnessed properly,
teachers with explicit grammar teaching will provide concrete knowledge through drilling
and explanation. Therefore, learners will be able to master the structure before they use it
as a communication language.
The second advantage is explicit grammar teaching will increase learners awareness
of the forms and their accuracy of use. Mohamed Rhalmi (2009) via his article in
www.myenglishpage.com stated that students under this form of instruction know a lot
about the language. Learners will understand the structure of grammar in a very well
mannered. Undoubted, grammar is the backbone of a language. Of course learners with
language acquisition will speak better but are they really use the appropriate form?
Grammar knowledge surely helpful in producing accurate forms of language and acts in
monitoring its use. It is worthwhile noticing that one can communicate more or less a
message with vocabulary items alone while it is impossible to do so using grammar
alone. This shows that grammar alone doesnt make the language. What is more,
language use can be tremendously affected by conscious language usage as this may
create a stressful environment. So a balanced approach to grammar teaching takes into
consideration the appropriate use of language and doesnt reject the internalization of the
rules. Explicit grammar instruction is useful for pointing out the particularities of a
language, the exceptions. For example, overtly discussing word order and irregular verbs
in the English language results in a greater awareness of the intricacies of the language.
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PART 1 (b)
Both explicit and implicit grammar teaching aimed for the best result of using
English as the second language. While both approaches have their own pros and cons, an
inclusive approaches seems to be the most appropriate way. Inclusive is the combination
between explicit and implicit grammar teaching. Explicit stressed more on structure while
implicit grammar teaching stressed over communication skills. With combination of both
approach, learners tend to communicate using proper grammatical rules. Using explicit
itself creates a bored, less effected learning environment. In other words, students under
this form of instruction know a lot about the language but they are unable to use the
language itself appropriately in contextualized situations, Mohamed Rahlmi (2009).
Differ from explicit grammar teaching, implicit approach focused on how well
learners can use English as communication medium. This knowledge gained through
acquisition by using English frequently. Larry M. Lynch (2005) stated that by providing
grammar in context, in an implicit manner, we can expose students to substantial doses of
grammar study without alienating them to the learning of English or other foreign
language. I also agree with this implicit approach of teaching grammar. The principal
manner in which I accomplish this is by teaching short grammar-based sessions
immediately followed by additional function-based lessons in which the new grammar /
structure is applied in context.
Therefore, applying both can create opportunities for learners to encounter and and
produce structures better. Some researcher strongly suggest that grammar should be
studied by examining living speech rather than by analyzing written documents. By
providing grammar in context, in an implicit manner, we can expose students to
substantial doses of grammar study without alienating them to the learning of English or
other foreign language. However, examining living speech may encountered difficulties
when it comes to colloquial language or slang-based language. Learners cannot assimilate
the correct form of language. This is why integrating both approaches will provide
appropriate understanding. There are many generally accepted ways of introducing the
sounds, structure and vocabulary of English, including colloquial forms of conversation
and the four basic communication skills. Grammar provides for communicative
economy. Grammar teaching should be implicit, or explicit, as teaching and learning

conditions may dictate helping to minimize the student response teachers fear most, when
student cannot understand.
From the local ESL context, students learn their mother tongue by acquiring the
knowledge. Even though their first language have immersed in their daily conversation,
learning the structure still a challenge. Based on that, how can we as a teacher expect
more than they could encounter? Yes, they can. By preparing them a conducive
environment. Learners can learn better by acquiring the language at young age. Teacher
should use at least 80% of English while teaching in the class. By hook or by crook,
students will have to understand. Only after that they are ready to learn explicitly about
the structure. From current situation among local ESL context, most teacher have
integrated both approaches in teaching grammar. For example, learners were taught about
simple future tense. In order to maximize learners understanding, teacher will provide
situation and learners were required to create sentences based on what they had learn.
Supported by the new era of KSSR (Kurikulum Standard Sekolah Rendah), teaching and
learning English will never be the same again.
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PART 2 (a)
Nasaji and Fotos (2004) listed 6 different current approaches to teach grammar as
listed below.
a) Processing Instruction
b) Interactional Feedback
c) Textual Enhancement
d) Task-Based Instruction
e) Collaborative Output Task
f)

Discoursed-Based Approaches

All approaches have their own pros and cons. However, there are two approaches are
least workable in the local ESL classroom, textual enhancement and task-based
instruction.
Local ESL classroom required a wide range of teaching strategy in order to

encourage learners to learn. Textual Enhancement approach focused to teach learners by

processing input and understanding the output. Textual enhancement main characteristics
is to enhance the saliency for targeted forms in the input by employing enhancement
techniques with typographical cues- underlining, bolding, italicization, capitalization,
shading, or other strategies such as color coding or using different font sizes or types,
Meishan Chen (2013). This approach take into account when learners are motivated to
identify the cues given. But, what will happen if learners refused to comprehend all types
of cues given?
Lets see the situation in local ESL classroom. Learners with great ability to
understand will surely deal with this approach effortless. This situation may emerge in
urban and better living area. Not all our local ESL classroom situated in this so-good
area. Therefore, learners readiness will be differ. For example, textual enhancement
approach do not seem to be workable in a school in some rural area in Sabah. But why do
I mentioned that? Less facilities, less motivation, less effort and support are the major
factor. This approach require enormous effort from both side, teacher and learners. Some
learners with least background of education will only able to process the input without
achieving the output goals. Teacher need to work triple hard in case to guide learners to
understand the cues given in the text. A lot of time needed, if the learners are highly
motivated to learn. Teachers workload in local school could be a burden if this approach
is used. This is why textual enhancement is least workable. It is true that this approach is
one of the best way, but surely not in our local ESL context.
Second approach with least workable in our local ESL context is task-based
instruction. Long (1985: 89) in David Nunan (2004) define task as a piece of work
undertaken for oneself or for others, freely or for some reward. Thus examples of tasks
include painting a fence, dressing a child, filling out a form, buying a pair of shoes,
making an airline reservation, borrowing a library book, taking a driving test, typing a
letter, weighing a patient, sorting letters, making a hotel reservation, writing a cheque,
finding a street destination and helping someone across a road. In other words, by task
is meant the hundred and one things people do in everyday life, at work, at play and in
between.
Using everyday activity as a medium to learn undoubted can develop learners

motivation to learn. This is because, learners will not only use hands-on activity but also
minds-on task. In spite of this, not all learners will understand the task given clearly.
Since we are focusing on instructed second language acquisition in this range, what
comes into our mind are questions of how educational activities for the second language
classroom should be designed, sequenced and organized in order to facilitate second
language learning. It should come as no surprise if some learners could not endure the
task given. Learners with limited language ability forced to understand the instruction and
complete the task. This approach seems to be unsuitable with local ESL context.
Basically, classes in Malaysia consist of at least 35 learners in each class differ from other
ESL class in other country which only consist of 20 learners. Teacher may endure the
difficulty to create concrete understanding among learners.
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PART 2 (b)
In conclusion, Nassaji and Fotos (2004) highlight three essential conditions for
learning grammar.
a) Learner noticing and continued awareness of target forms
b) Repeated meaning-focused exposure to input containing them
c) Opportunities for output and practice
Essentials conditions can be define as the most conducive ways to learn. This
situation will promotes greater results of knowledge acquisition. In local ESL context,
teaching English especially grammar based on the curriculum provided. Curriculum is a
large and complex concept, and the term itself is used in a number of different ways. In
some contexts, it is used to refer to a particular program of study, as in the science
curriculum or the mathematics curriculum. Therefore, preparing the essentials
conditions could be a challenge. Based on the essential conditions given by Nassaji and
Fotos (2004), it is clearly stated that these three conditions is the result of combining both
explicit and implicit teaching approaches. The intensive course of explicit grammar
teaching was not a sufficiently powerful independent variable in bringing about the

intended structural change in the intervention groups interlanguage. In other words, it did
not make all the difference, Ernesto Macaro and Liz Masterman (2006). But, acquiring
a language is picking it up i.e., developing ability in a language by using it in natural,
communicative situations. Learning language differs in that it is knowing the rules and
having a conscious knowledge of grammar / structure, Larry M. Lynch. So, by combining
these two opinions, Learners can be both learning the grammar while acquiring the
knowledge.
From the local context, explaining the grammar rule may not bulge to clear
understanding of the language point. It is better to certify students to learn the rules by
themselves. A grammar-discovery approach which combined both explicit and implicit
allows learners with data to illustrate a particular grammar point and enable them to
analyzed it in order to achieve the awareness of how the feature works. At this point,
learners will become an active thinker with teachers guide. Local ESL context still did
not have the opportunity to let learners explore the structure themselves. Our local ESL
context still need a lot of improvement in order to create excellence environment. This is
why I strongly believe that the conditions proposed by Nassaji and Fotos (2004) can be
provided by combining both explicit and implicit approaches.
Seems that explicit grammar instruction has both its ups and downs and is not void of
fault. Nonetheless, both explicit and implicit grammar instructions have pros and cons. So
what are we to do? Combine both approaches in order to get the best conditions for the
acquisition of grammatical forms among the local ESL context. The reality is that one is
not preferable over the other; rather each one is most appropriate in specific scenarios and
individuals. The best form of grammar instruction is conditional upon the particular
learning situation. Teacher simply have to decide on a balance that is right for learners.
Teacher knows the best of their learners. Therefore, teacher have the authority to create
proper condition of learning to guide learners acquiring the knowledge, achieving
fluency, understanding the structure very well and promoting actual memorization.
Combining both approaches will not only about knowing the rules, it will also encourages
a superficial of the language. Without knowing how to apply them, rules are pretty much
useless.
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