針對英語為外語學習者探究文法結構教學：歸納或演繹?

Abstract

這篇論文主要是針對英語為外語學習者比較歸納、演繹及兩者綜合的文法教學法。施測對象是臺灣的109位高一學生，研究方法包含前測、後測及問卷調查。結果顯示出在教導學生關係代名詞及條件句時，綜合教學法較其他二者佳，但是在教授動名詞時，則是演繹方式較佳，原因可能是因為學生在先前有過更多關於動名詞的練習，所以當教師設計文法教學時應考量學生的能力及句型種類。

Numerous studies have investigated the difference in effectiveness between inductive and deductive approaches to teaching grammar. In the inductive approach, teachers provide examples and then guide students toward noticing the patterns of grammar rules, whereas in the deductive approach, teachers provide explicit instruction in grammar rules and then ask students to practice the sentences. Following an in-depth literature review, the teacher-researcher conducted a quasiexperimental study in a high school in Taiwan with 109 student-participants. Three types of grammar rules (gerunds, conditional clauses and relative clauses) were instructed to students through the inductive, deductive, and combined approaches. Pretest and posttest data were collected and compared. The results indicated that for conditional and relative clauses grammar rules, the combined approach leads to significantly higher performance than the others. For gerunds, students under the deductive approach had significantly higher scores. The inductive approach was the least effective approach to teaching grammar to EFL novice learners. The findings suggest that teachers designing their curricula for teaching grammar need to consider learners’ language proficiency. Future studies should focus on interactions between the three approaches.