"I Hate Grammer" - An Exploration of Implicit and Explicit Grammar Teaching Approaches aimed at Dutch Dyslexic and Typically Developing Secondary School Pupils in the English Classroom

Abstract

The implicit and explicit teaching approaches compared to each other as to which one yields the best results in the English classroom of Dutch secondary schools. The approaches are compared to each other in different levels of secondary school (VWO and VMBO). Another distinction that has been made is whether dyslexic and typically developed pupils benefit from the same used teaching approach.