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ERIC Number: EJ926335
Record Type: Journal
Publication Date: 2011
Pages: 28
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-0015-718X
Effectiveness of a Guided Inductive versus a Deductive Approach on the Learning of Grammar in the Intermediate-Level College French Classroom
Vogel, Severine; Herron, Carol; Cole, Steven P.; York, Holly
Foreign Language Annals, v44 n2 p353-380 Sum 2011
This study investigated how to present grammatical structures to intermediate-level French college students. It compared the effects of a guided inductive and a deductive approach on short- and long-term learning of 10 structures. A mixed-methods design was adopted to assess learning of the structures and to investigate preference of approach. Performances in both conditions were measured through a within-subjects design featuring a pretest/posttest and immediate posttreatment tests. A questionnaire assessed students' preferences and relationships between preferences and performance were examined. Findings indicated a significantly greater effect of the guided inductive approach on short-term learning. The long-term findings and the relationship between preferences and performances were not significant. Analyses indicated that students who preferred explanations of the rules performed better with a guided inductive approach. (Contains 8 tables.)
Wiley-Blackwell. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A