Grammar can be taught in two ways, and the outcome of the teaching process will depend on the chosen way.
When rules of grammar of the target language are talked about, this approach is referred to as explicit grammar teaching. It requires the students to learn rules given by the teacher, afterwards practicing them in exercises. Since explicit teaching of grammar involves talking about rules prior to showing examples and doing exercises, lessons focusing on depicting the rules might be boring or oppressive for students. Moreover, they frequently fail to be communicative. This approach to teaching might be effective in the case of learners having logical-mathematical intelligence. In addition, Purpura and Bachman (2004) state that explicit knowledge is assimilated at a slow pace.
The second way of teaching grammar is implicit, which means that learners are involved in this process in a passive way in that they are exposed to the language, work with it and grammar rules are not mentioned. The underlying assumption is that the learners will spot the regularities and assimilate items of grammar simultaneously being aware of their meaning. Due to the fact that this approach excludes thorough explanation, it is thought to be suitable for child who has short attention span (Purpura and Bachman 2004:42).