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The Effects of Deductive and Guided Inductive Instructional Approaches on the Learning of Grammar in the Elementary Foreign Language College Classroom
Author(s) -
Haight Carrie E.,
Herron Carol,
Cole Steven P.
Publication year - 2007
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/j.1944-9720.2007.tb03202.x
Subject(s) - grammar , foreign language , psychology , mathematics education , teaching method , linguistics , philosophy
This study investigates the effectiveness of deductive and guided inductive approaches for teaching grammar in College French classrooms. Forty‐seven second‐semester French students were taught eight grammatical structures: four with a deductive instructional approach and four with a guided inductive instructional approach. A quasiexperimental within‐subjects design featuring pre‐ and posttests and eight immediate posttreatment quizzes assessed the long‐ and short‐term gains in grammatical knowledge for each condition. Results indicated a significant difference between participants' mean immediate test scores favoring the guided inductive approach. Findings of this study also indicated a strong trend in favor of guided induction on the long‐term learning of grammatical structures. The results of this study support using a guided inductive instructional approach to teach grammar in the beginning‐level foreign language classroom.