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The New English curriculum criteria suggest teaching English grammar based on the students’ cognitive characteristics and emotional needs， helping them discover the rules and encouraging them to master the grammar by using it. But due to the limited time in a lesson， many English teachers adopt a simple approach to teach grammar， in which students are required to memorize the rules first and then practice a lot. This approach is effective but may bore the students. In this thesis， the author attempts to apply implicit learning in grammar teaching， which provides some insights into the application of implicit learning in senior English teaching.
1. Background
It has long been a controversy as to whether it is necessary to weaken grammar teaching in English learning. And as a result of the influence of some teaching methods， some senior schools and colleges have a tendency to minimize grammar teaching. However， although many researchers have been trying to weaken grammar teaching， it has never been out of English class. That is because English is learned as a foreign language in our country， rather than a second language， thus lacking an environment for the learners as those in English-speaking countries. Also， grammar is an essential part of the present college entrance examination. Moreover， the students in the mountainous area has different learning conditions from the students who live in big cities， so some successful teaching methods applied in big cities may not work as well here. In a word， as an English teacher， finding a better way for our own students is a vital task.
2. Implicit learning
Implicit learning， put forward by A. S. Reber in his Artificial Grammar in 1967， refers to the learning of complex information in an incidental manner， without awareness of what has been learned（Sun， Ron 2008）. In Reber’s research， subjects were asked to memorize a series of letter strings and try to find a logic rule from the strings. It turned out that the subjects did not have a clear knowledge of the rules as those who applied explicit learning， but they were still able to clarify the new strings using the strategies that they could not actually verbalize. Later researches have found that the subjects should finish the task based on knowledge of abstract rules and superficial similarity to the training strings （Matthew D， 2004）.
Reber’s research has been replicated and investigated in a wide range by many other researchers. Some researchers found it more effective than explicit learning as it is a process regarded to activate both consciousness and unconsciousness（刘耀中，1998）. But some considered explicit learning more efficient or actually there were no significant difference between two learning methods （Millard， 1981）. More people suppose that combining implicit learning and explicit learning should be the best way for learning， for “people do not learn about their daily environment in either implicit or explicit ways， but rather there is a blending of the two （Reber， Kassin， Lewis，
1. Background
It has long been a controversy as to whether it is necessary to weaken grammar teaching in English learning. And as a result of the influence of some teaching methods， some senior schools and colleges have a tendency to minimize grammar teaching. However， although many researchers have been trying to weaken grammar teaching， it has never been out of English class. That is because English is learned as a foreign language in our country， rather than a second language， thus lacking an environment for the learners as those in English-speaking countries. Also， grammar is an essential part of the present college entrance examination. Moreover， the students in the mountainous area has different learning conditions from the students who live in big cities， so some successful teaching methods applied in big cities may not work as well here. In a word， as an English teacher， finding a better way for our own students is a vital task.
2. Implicit learning
Implicit learning， put forward by A. S. Reber in his Artificial Grammar in 1967， refers to the learning of complex information in an incidental manner， without awareness of what has been learned（Sun， Ron 2008）. In Reber’s research， subjects were asked to memorize a series of letter strings and try to find a logic rule from the strings. It turned out that the subjects did not have a clear knowledge of the rules as those who applied explicit learning， but they were still able to clarify the new strings using the strategies that they could not actually verbalize. Later researches have found that the subjects should finish the task based on knowledge of abstract rules and superficial similarity to the training strings （Matthew D， 2004）.
Reber’s research has been replicated and investigated in a wide range by many other researchers. Some researchers found it more effective than explicit learning as it is a process regarded to activate both consciousness and unconsciousness（刘耀中，1998）. But some considered explicit learning more efficient or actually there were no significant difference between two learning methods （Millard， 1981）. More people suppose that combining implicit learning and explicit learning should be the best way for learning， for “people do not learn about their daily environment in either implicit or explicit ways， but rather there is a blending of the two （Reber， Kassin， Lewis，