연역적∙귀납적 문법교수에서 개별학습자의 학습 스타일이 문법 성취도에 미치는 영향
How individual’s learning styles affect grammatical achievement in deductive and inductive grammar instruction
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The effects of grammar instruction have been discussed in the field of language learning and teaching, but the most effective way of teaching grammar is still controversial because every student has different learning styles. The purpose of this study is to investigate the effects of learning styles on deductive and inductive grammar instruction. A total of 103 students who participated in this study were divided into two groups and received different types of grammar instruction. The study identified the students’ interaction style and task-approach style and examined whether two types of learning style affected the students’ grammatical achievement. The results indicated that students’ interaction style significantly affected their achievement, and introverted students got higher scores in deductive instruction while extroverted students showed higher scores in inductive instruction. A task-approach style also affected students’ grammatical achievement, and closure-oriented students showed better achievement in deductive instruction. From these results, the study suggests that language teachers need to understand students' learning styles and use appropriate grammar teaching methods. It also recommends that grammar instruction should include various learning activities to allow students to take advantage of their learning styles. Limitations and further research suggestions are also presented.
Abstract
The effects of grammar instruction have been discussed in the field of language learning and teaching, but the most effective way of teaching grammar is still controversial because every student has different learning styles. The purpose of this study is to investigate the effects of learning styles on deductive and inductive grammar instruction. A total of 103 students who participated in this study were divided into two groups and received different types of grammar instruction. The study identified the students’ interaction style and task-approach style and examined whether two types of learning style affected the students’ grammatical achievement. The results indicated that students’ interaction style significantly affected their achievement, and introverted students got higher scores in deductive instruction while extroverted students showed higher scores in inductive instruction. A task-approach style also affected students’ grammatical achievement, and closure-oriented students showed better achievement in deductive instruction. From these results, the study suggests that language teachers need to understand students' learning styles and use appropriate grammar teaching methods. It also recommends that grammar instruction should include various learning activities to allow students to take advantage of their learning styles. Limitations and further research suggestions are also presented.
참고문헌 (33)
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