Instructed Second Language Acquisition in Chinese as First Language English as Foreign Language in Secondary Schools

Abstract

In the field of second language acquisition, there have long been theoretical divisions and practical disputes between explicit and implicit instructions. Explicit instruction focuses on rule explanations but neglects language application, while implicit instruction emphasizes natural acquisition but lacks systematism. In order to complement the advantages of the two teaching methods, this study attempts to propose an integrated framework of implicit and explicit instructions based on Ellis's instructional model (2024), consisting of four parts: integration of teaching objective, integration of teaching content, integration of methodology, and integration of assessment. The current study tries to bridge the gap between explicit and implicit teaching approaches for effectively enhancing the teaching efficiency of foreign language classes in secondary schools. This current study provides a new theoretical perspective for the study of second language teaching approaches and offers an operational implementation path for classroom teaching practice. In the future, its applicability in different contexts can be further verified through empirical research.