An Analysis of Inductive and Deductive Grammar Instruction in Korean University English Classes
2
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study analyzed inductive and deductive instructional approaches for teaching grammar within a Presentation-Practice-Production grammar lesson. The participants of this study included 119 Korean university students enrolled in an English as a foreign language class, with approximately half receiving deductive instruction and the other half receiving inductive grammar instruction. The analysis involved comparing learning gains as well as student perceptions of the two approaches via Mann Whitney U tests. The results showed no statistical difference in terms of the immediate or delayed learning gains for each grammatical topic, nor when all grammatical topics were aggregated. However, the analysis of student perceptions indicated that students found inductive instruction to be moderately more effective, interesting, and easier than deductive instruction. The study concludes with a discussion of the implications of these findings related to instructional practices in foreign language classes that utilize the Presentation-Practice-Production model as well as suggestions for future research concerning deductive and inductive instructional approaches.
Abstract
This study analyzed inductive and deductive instructional approaches for teaching grammar within a Presentation-Practice-Production grammar lesson. The participants of this study included 119 Korean university students enrolled in an English as a foreign language class, with approximately half receiving deductive instruction and the other half receiving inductive grammar instruction. The analysis involved comparing learning gains as well as student perceptions of the two approaches via Mann Whitney U tests. The results showed no statistical difference in terms of the immediate or delayed learning gains for each grammatical topic, nor when all grammatical topics were aggregated. However, the analysis of student perceptions indicated that students found inductive instruction to be moderately more effective, interesting, and easier than deductive instruction. The study concludes with a discussion of the implications of these findings related to instructional practices in foreign language classes that utilize the Presentation-Practice-Production model as well as suggestions for future research concerning deductive and inductive instructional approaches.
참고문헌 (29)
- Acar, A., "A new textbook design in language teaching : Plurimethodological pair-unit", Journal of English Teaching, 10(2), pp.228~241 (2024)
- Adair-Hauck, B., "Teacher’s handbook:Contextualized language instruction", pp.206~230 (2016), Cengage Learning
- Brown, D., "The power and authority of materials in the classroom ecology", The Modern Language Journal, 98(2), pp.658~661 (2014)
- Cerezo, L., "The effectiveness of guided induction versus deductive instruction on the development of complex Spanish gustar structures : An analysis of learning outcomes and processes", Studies in Second Language Acquisition, 38(2), pp.265~291 (2016)
- Cho, Y. A., "The effects of differential grammar learning tasks on learner’s grammatical knowledge and their beliefs about grammar instruction", The Linguistic Association of Korea Journal, 26(3), pp.1~23 (2018)
- Cho, Y. A., "The effects of differential instructional and learning styles of low-level L2 college students’ grammar acquisition", Language Research, 48(1), pp.149~174 (2012)
- Criado, R., "Homenaje a francisco gutiérrez díez", pp.97~115 (2013), Editum
- Cunningham, S., "Cutting edge: Intermediate" (2013), Pearson
- Decoo, W., "The induction-deduction opposition : Ambiguities and complexities of the didactic reality", IRAL-International Review of Applied Linguistics in Language Teaching, 34(2), pp.95~118 (1996)
- Ellis, R., "Does explicit grammar instruction work?", NINJAL Project Review, 1(2), pp.3~22 (2010)
- Garth, A., "Practice makes perfect: Partner grammar drills for English language learners" (2020), Linguabooks
- Garth, A., "Online instructional grammar videos : Deductive and inductive approaches", Foreign Languages Education, 31(1), pp.1~33 (2024)
- Haight, C., "The effects of deductive and guided inductive instructional approaches on the learning of grammar in the elementary foreign language college classroom", Foreign Language Annals, 40(2), pp.288~310 (2007)
- Harmer, J., "How to teach English" (2007), Pearson
- Jean, G., "Deductive versus inductive grammar instruction : Investigating possible relationships between gains, preferences and learning styles", System, 41(4), pp.1023~1042 (2013)
- Johnson, K., "Language teaching and skill learning" (1996), Blackwell
- Kang, D., "Grammar tasks and learner preferences", Foreign Languages Education, 20(4), pp.153~174 (2013)
- Larsen-Freeman, D., "Research into practice : Grammar learning and teaching", Language Teaching, 48(2), pp.263~280 (2015)
- Liu, D., "The encyclopedia of applied linguistics", pp.5572~5578 (2013), Wiley Blackwell
- Murphy, R., "English grammar in use" (2019), Cambridge
- Nassaji, H., "Teaching grammar in second language classrooms:Integrating form-focused instruction in communicative context" (2011), Routledge
- Rhee, H. J., "The effects of deductive-inductive grammar teaching on L2 learning : Focusing on three different inductive modes", Modern English Education, 13(3), pp.63~85 (2012)
- Rogers, M., "Open mind: Intermediate" (2014), Macmillan
- Siebert, L., "Student and teacher beliefs about language learning", ORTESOL Journal, 21, pp.7~39 (2003)
- Skehan, P., "A Cognitive approach to language learning" (1998), Oxford University Press
- Thornbury, S., "How to teach grammar" (1999), Pearson
- Vogel, S., "Effectiveness of a guided inductive versus a deductive approach on the learning of grammar in the intermediate-level college French classroom", Foreign Language Annals, 44(2), pp.353~380 (2011)
- Voldt, E., "Meaningful and contextualised grammar instruction: What can foreign language textbooks offer?", The Language Learning Journal, 48(2), pp.133~147 (2020)
- Yoon, K. O., "Effects of two different grammar instruction approaches depending upon EFL learners’ grammar knowledge", The Journal of Studies in Language, 35(4), pp.583~598 (2020)