ERIC Number: EJ769838
Record Type: Journal
Publication Date: 2007
Pages: 23
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0015-718X
EISSN: N/A
The Effects of Deductive and Guided Inductive Instructional Approaches on the Learning of Grammar in the Elementary Foreign Language College Classroom
Haight, Carrie; Herron, Carol; Cole, Steven P.
Foreign Language Annals, v40 n2 p 288-310 Sum 2007
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 quasi-experimental within-subjects design featuring pre- and post-tests and eight immediate post-treatment 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. Information is relevant to all languages. The following are appended: (1) FR 102 Deductive Lesson Plan; (2) FR 102 Guided Inductive Lesson Plan; (3) Grammatical Concepts and Rules; (4) FR 102 Sample Grammar Quiz; (5) Background Questionnaire; and (6) FR 102 Grammar Pre- and Posttest.
Descriptors: Second Language Learning, Tests, Teaching Methods, French, Grammar, Instructional Effectiveness, Higher Education, Second Language Instruction, Scores, Lesson Plans, Pretests Posttests, Questionnaires
American Council on the Teaching of Foreign Languages. 700 South Washington Street Suite 210, Alexandria, VA 22314. Tel: 703-894-2900; Fax: 703-894-2905; e-mail: headquarters@actfl.org; Web site: http://www.actfl.org
Publication Type: Journal Articles; Reports - Evaluative; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A