A Pedagogical Model for Developing Syntactic Awareness in EFL Contexts through Explicit Instruction

Abstract

This paper aims to propose a theory-driven pedagogical model for enhancing syntactic awareness among English as a Foreign Language (EFL) learners through explicit instruction. Although grammar is a core component of EFL curricula, learners often fail to transfer grammatical knowledge to accurate written production. The study seeks to address this gap by synthesizing relevant theories and empirical research into a coherent instructional framework. A conceptual and analytical approach was adopted to develop the Explicit Syntactic Awareness Development Model (ESADM). The model integrates principles from the Noticing Hypothesis, Skill Acquisition Theory, and Metalinguistic Awareness Theory. Current literature on grammar pedagogy, explicit instruction, and syntactic development was systematically reviewed to formulate a three-phase instructional sequence: noticing, guided analysis, and reflective application. The synthesis of theoretical and pedagogical evidence indicates that explicit syntactic instruction—supported by consciousness-raising tasks, structured manipulation activities and reflective writing practices—can substantially enhance learners’ syntactic awareness and promote more accurate language production. The ESADM model provides a comprehensive framework showing how metalinguistic reflection and procedural practice can be effectively combined to support syntactic development in contexts with limited authentic input. The proposed model offers practical guidance for EFL teachers, curriculum designers, and language programs seeking to improve grammar instruction and writing proficiency. It supports the integration of explicit, reflective, and application-oriented approaches in grammar pedagogy. The paper recommends future empirical research to validate the model across diverse EFL contexts and to examine its impact on learners’ writing, reading, and oral performance.