Implicit and Explicit Teaching of English Speaking in the EFL Classroom
Paul C. Talley; Tu, Hui-ling

Abstract
Educators must reassess overall western teaching approaches in English teaching students in different language and cultural backgrounds. Although a westernized communicative teaching approach is ideal to implement language teaching, some Asian students are conservative to adopt or adapt it in their own English language learning. Accordingly, an adapted English teaching approach may be innovated using implicit and explicit teaching means. This paper focuses on the teaching of English speaking in the EFL classroom related to Communicative Language Teaching (CLT), and teacher-student roles using explicit and implicit teaching methods related to second language acquisition (SLA). Many Asian students now face direct inclusion into a classroom environment that is Western pedagogically-speaking due to the influences of globalized higher education. Any English speaking curriculum should have two design principles in mind: to expose students to authentic and practical settings for speaking English, and to encourage students’ involvement and active participation in English speaking.

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