On the basis of the introduction of interlanguage rules and metalanguage knowledge,the patten of explicit instruction is mainly draw attention to the characteristics of introduced language knowledge and intensify practising in specific language environments,finally to accomplish the purpose of ability improvement.

This paper reports on a study which aims to explore the roles that explicit instruction plays in enhancing learners pragmatic competence through teaching speech acts to a group of Chinese EFL learners and to compare the relative effects of explicit and implicit instruction.

Then, it introduces and compares two different approaches to L2 pragmatic instruction - explicit instruction and implicit ins.

Based on the present situation of grammar teaching,the contrastive study compares the relative effectiveness of two types of instruction (implicit instruction and explicit instruction) on the acquisition of three grammatical items (subjunctive mood,attributive clause and passive voice).

Language teaching knowledge includes explicit teaching knowledge and tacit teaching knowledge.

It is to research English majors learning the request strategies under the explicit pragmatic teaching in the English-learning environment in China,where Chinese is the mother tongue while English is the target language.