| Summary: | In teaching foreign languages, different theoretical concepts on presentation and language
teaching methods have emerged from different traditions. In this work are examined theories of
continuity between implicit and explicit learning, taking into account also how these theories are
reviewed by many linguists. The benefits of explicit and implicit grammar knowledge in the process
of learning a foreign language have increasingly been put at the center of language debates. The
debate arises from the fact that speaking a language is an automatic action; therefore, it assumes
an unconscious or implicit way of acquisition form, an act done instinctively. But teaching of
grammar implies an act done consciously. In our case the main question is what the role between
these two acquisition forms is. The central idea of this proposal was the development of the concept
of grammar awareness - grammar consciousness raising.
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