Teaching Second Language Grammar: Deductive versus Inductive Instruction

• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: Jeong-eun Kim
• 간행물 정보: 『영어교육연구』제26권 1호, 1~20쪽, 전체 19쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2014.03.31

영문 초록

This study investigates differential effects of deductive versus inductive form-focused instruction (FFI) onthe acquisition of a generalization ability of L2 target rule when the FFI is provided within a context of primarily meaning-focused instruction (MFI). Sixty-three Korean-speaking adult learners of English participated in the study and were randomly assigned to one of the fourgroups, such as (1) a group who received deductive FFI and MFI; (2) a group who received inductive FFI and MFI; (3) a group who received MFI only; or (4) a control group, who received no instruction. Learning was measured by an auditory grammaticality judgment task and a metalinguistic knowledge task. The results indicate that both deductive and inductive types of FFI are equally effective in immediately developing the rule generalization ability; however, the deductive FFI promotes retention of the generalization ability in the long term.

목차

Abstract

Ⅰ. INTRODUCTION

Ⅱ. LITERATURE REVIEW

Ⅲ. METHODOLOGY

Ⅳ. RESULTS

Ⅴ. DISCUSSION AND CONCLUSIONS

REFERENCES

키워드

form-focused instruction deductive instruction inductive instruction meaning-focused instruction