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The Effects of Deductive-Inductive Grammar Teaching on L2 Learning: Focusing on Three Different Inductive Modes

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현대영어교육학회 (The Modern English Education Society)|2012.08|현대영어교육 (Modern English Education)|제13권 제3호|pp. 63-85

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참고문헌

키워드

deductive-inductive grammar teaching귀납적-연역적 문법지도

초록

This study examines the effectiveness of deductive and inductive grammar instruction on supporting Korean young students' learning of English comparative structure. In order to explore differential value of particular instructional modes, inductive strategy was subdivided into three different modalities: 1) Guided induction followed by students' rule verbalization, 2) Guided induction without rule verbalization, and 3) Subconscious induction on structured material. The effects of each approach were measured by analyzing the results from written test and oral test. Results from oral test revealed that each instructional mode had a significant impact on students’ learning of target form yet no particular treatment obtained significant superiority over the other comparing mode. Data from written test, however, showed that two guided induction modalities were significantly superior to subconscious induction treatment in promoting participants' grammar learning. More beneficial role of guided inductive mode was discussed in terms of two main aspects; 1) it might promote students’ active involvement in their learning process through guiding their induction, and 2) its efficacy might be connected with saliency of target form. The results of this study thus advocate the strength of guided inductive instructional mode, yet further research is required to search for a more refined, particular condition which could efficiently encourage students’ reasoning process in relation to other potential variables.

Abstract

This study examines the effectiveness of deductive and inductive grammar instruction on supporting Korean young students' learning of English comparative structure. In order to explore differential value of particular instructional modes, inductive strategy was subdivided into three different modalities: 1) Guided induction followed by students' rule verbalization, 2) Guided induction without rule verbalization, and 3) Subconscious induction on structured material. The effects of each approach were measured by analyzing the results from written test and oral test. Results from oral test revealed that each instructional mode had a significant impact on students’ learning of target form yet no particular treatment obtained significant superiority over the other comparing mode. Data from written test, however, showed that two guided induction modalities were significantly superior to subconscious induction treatment in promoting participants' grammar learning. More beneficial role of guided inductive mode was discussed in terms of two main aspects; 1) it might promote students’ active involvement in their learning process through guiding their induction, and 2) its efficacy might be connected with saliency of target form. The results of this study thus advocate the strength of guided inductive instructional mode, yet further research is required to search for a more refined, particular condition which could efficiently encourage students’ reasoning process in relation to other potential variables.

참고문헌 (42)

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