Conscious Development of Grammatical Competence of a Second Foreign (Spanish) Language Through Explicit and Implicit Teaching Approaches

Abstract

This article examines explicit and implicit approaches to teaching Spanish grammar. Starting with the etymology of terms, the author makes a comparative analysis and identifies which approach is most effective in learning a second foreign language. According to the author, the explicit approach includes grammar translation and natural methods, which in the XX century were at a peak of popularity of teaching languages. Nowadays, due to the changes of students’ goals, the attention is paid to the implicit approach, which includes audio lingual and communicative methods. Based on experience in organizing the educational process, the author draws conclusions about the preferred use of the approach in teaching Spanish as a foreign language.