| 中文摘要 | 第3-5页 |
| ABSTRACT | 第5-6页 |
| CHAPTERⅠINTRODUCTION | 第10-16页 |
| 1 RESEARCH BACKGROUND | 第10-11页 |
| 2 THE CURRENT SITUATION OF GRAMMAR INSTRUCTION IN CHINESE VOCATIONALCOLLEGE | 第11-12页 |
| 3 RESEARCH PURPOSE AND SIGNIFICANCE | 第12-15页 |
| 3.1 Research Purpose | 第12-13页 |
| 3.2 Research Significance | 第13-15页 |
| 4 OUTLINE OF THE THESIS | 第15-16页 |
| CHAPTER Ⅱ LITERATURE REVIEW | 第16-31页 |
| 1 EXPLICIT KNOWLEDGE AND IMPLICIT KNOWLEDGE | 第16-19页 |
| 1.1 The Definition of Explicit Knowledge and Implicit Knowledge | 第16-18页 |
| 1.2 The Relationship between Explicit Knowledge and Implicit Knowledge | 第18-19页 |
| 2 EXPLICIT LEARNING AND IMPLICIT LEARNING | 第19-20页 |
| 3 IMPLICIT INSTRUCTION VERSUS EXPLICIT INSTRUCTION IN GRAMMAR TEACHING | 第20-23页 |
| 4 RELEVANT EXPERIMENTAL STUDIES ABROAD | 第23-24页 |
| 5 STUDIES AT HOME | 第24-25页 |
| 6 GRAMMAR INSTRUCTIONAL MODELS IN PRESENT TEACHING IN VOCATIONAL COLLEGE | 第25-31页 |
| 6.1 PPP Instructional Model | 第26-27页 |
| 6.2 Procedure Instructional Model | 第27页 |
| 6.3 Interactive Grammar Instructional Model | 第27-28页 |
| 6.4 Task-Based Grammar Teaching Model | 第28-31页 |
| CHAPTER Ⅲ METHODOLOGY | 第31-39页 |
| 1 RESEARCH QUESTIONS AND HYPOTHESIS | 第31-32页 |
| 2 DEFINING VARIABLES | 第32页 |
| 3 RESEARCH SUBJECTS | 第32-33页 |
| 4 RESEARCH MATERIALS AND RESEARCH PROCEDURE | 第33-35页 |
| 4.1 Materials | 第33-34页 |
| 4.2 Research Procedure | 第34-35页 |
| 5 TREATMENT | 第35-36页 |
| 5.1 Treatment for the Explicit Group | 第35-36页 |
| 5.2 Treatment for the Implicit Group | 第36页 |
| 6 INSTRUMENTS | 第36-38页 |
| 6.1 Pretest | 第37页 |
| 6.2 The Posttest and Delayed Posttest | 第37-38页 |
| 7 DATA COLLECTION AND ANALYSIS | 第38-39页 |
| CHAPTER Ⅳ DISCUSSION AND SUGGESTION | 第39-57页 |
| 1. RESULTS | 第39-48页 |
| 1.1 The Impact of two Instruction Approach | 第39-43页 |
| 1.2 The Superiority for Explicit Instruction in Classroom Teaching | 第43-45页 |
| 1.3 The Superiority for Explicit Instruction in Long Term Performance | 第45-48页 |
| 1.4 Summary | 第48页 |
| 2 DISCUSSION | 第48-51页 |
| 2.1 Discussion on the Effectiveness of Two Approaches | 第49-50页 |
| 2.2 Discussion on the Effectiveness on Retention of Two Instructional Approaches | 第50-51页 |
| 3 SUGGESTIONS TO GRAMMAR INSTRUCTION FOR VOCATIONAL COLLEGE STUDENTS | 第51-57页 |
| 3.1 Recognizing the Advantages of Explicit Instruction and Implicit Instruction inGrammar Teaching | 第51-52页 |
| 3.2 Applying Proper Instructional Approach Based on the Degree of GrammarComplexity | 第52-53页 |
| 3.3 Helping Students to Develop Learning Strategies | 第53-54页 |
| 3.4 Designing Variety of Tasks | 第54-57页 |
| CHAPTER Ⅴ CONCLUSION | 第57-61页 |
| 1 MAJOR FINDINGS OF THE STUDY | 第57-58页 |
| 2 INNOVATIONS OF THE PRESENT STUDY | 第58-59页 |
| 3 LIMITATIONS OF THE STUDY AND THE SUGGESTIONS FOR FURTHER STUDY | 第59-61页 |
| References | 第61-64页 |
| Appendix Ⅰ: Reading Materials for Explicit Group and ImplicitGroup | 第64-68页 |
| Appendix Ⅱ: Rule Explanation for Explicit Group | 第68-72页 |
| Appendix Ⅲ: Worksheets for Explicit Group | 第72-74页 |
| Appendix Ⅳ: Worksheets for Implicit Group | 第74-76页 |
| Appendix Ⅴ: Pretest | 第76-79页 |
| Appendix Ⅵ: Posttest | 第79-82页 |
| Appendix Ⅶ: Delayed Posttest | 第82-85页 |
| Acknowledgement | 第85页 |
