Abstract:
Grammar plays a vital role in English as a Second Language (ESL) education,
serving as the foundation for learners to produce accurate and meaningful
language. However, Sri Lankan ESL learners, particularly at the secondary level,
often struggle to move beyond rule-based understanding towards fluent and
spontaneous use of grammatical forms. Traditional explicit grammar instruction,
while effective in building declarative knowledge, frequently fails to help learners
proceduralize their knowledge in spoken and written communication. Conversely,
contextual grammar instruction immerses learners in authentic tasks but may lack
the clarity and structure needed for initial comprehension. Therefore, this study
investigates the effectiveness of integrating explicit and contextual grammar
instruction to enhance grammatical proficiency, drawing on Skill Acquisition
Theory (SAT), which outlines three stages in learning: declarative (explicit rule
learning), procedural (practice-based application), and automatic (fluent use),
using past simple vs. present perfect tenses as the instructional focus. The study
adopted a quasi-experimental mixed-methods approach with forty Grade 10
students from a Sri Lankan government school, divided into experimental and
control groups. Both groups received explicit instruction on the rules of the target
tenses, while the control group practised through repeated drills and the
experimental group engaged in contextual grammar tasks. Data were collected
through three pre-tests and post-tests, and the test scores were analyzed through
descriptive statistics and a paired sample t-test using SPSS. Learners’ perceptions
were assessed using their reflective journals maintained throughout the treatment
period, and relevant entries were thematically analyzed. Results indicated that the
experimental group demonstrated greater fluency and accuracy in grammar, and
the learners’ reflections reported enhanced confidence and engagement in using
the target language across academic and real-life discourse. The outcomes suggest
that a balanced integration of explicit and contextual grammar instruction
effectively supports the proceduralization of grammar use, aligning with SAT
principles.
