FROM EXPLANATION TO EXPRESSION: THE ROLE OF SKILL ACQUISITION THEORY IN EXPLICIT AND CONTEXTUAL GRAMMAR INSTRUCTION IN THE ENGLISH AS A SECOND LANGUAGE CONTEXT

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.