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The purposes of this study were 1) to examine the effects of the Communicative approach with explicit explanation of grammatical rules (the communicative activity + rules method) on learning, 2) to investigate the effects of the communicative activity + rules method on learners' motivation to learn and their recognition of English learning, and 3) to examine the relationship between learners' aptitudes and teaching methods : i.e. ATI effects. In order to investigate the communicative activity + rules method, the Communicative approach without explanation of rules was adopted as a control method. Sixty-eight sixth graders who had experience in learning English as beginners for six hours, were assigned to one of the two methods and were taught English for about eight hours. The results indicated that the communicative activity + rules method produced no difference on academic results , but it decreased the learners' motivation to learn. Also, the results showed that learners in the communicative activity + rules method tended to recognize that in English learning, the grammatical rules was the most important . Furthermore, six ATI effects were observed between learners' aptitudes and the two teaching methods .

EFFECTS OF THE EXPLICIT EXPLANATION OF THE GRAMMATICAL RULES IN THE COMMUNICATIVE APPROACH ON LEARNING AND MOTIVATION TO LEARN