Please use this identifier to cite or link to this item:
The Effects of Inductive and Deductive Learning Among First-year Vocational High School Learners of English in Taiwan: A Study on the Word Order Differences Between Chinese and English from the Aspect of Translation
Chinese-English word order
|Issue Date:||2021-09-02 15:28:34 (UTC+8)|
Under the newly-implemented curriculum, the instruction of grammar knowledge has involved inductive approach as a new teaching and learning method in the latest versions of English textbooks. This research aims to attest the effects of both deductive and inductive
instructions regarding the learning of grammar knowledge to figure out whether the change in the teaching reality has positive effect on EFL learners. To avoid test-wiseness in multiple tests, translation was adopted as the tests on learners’ grammar knowledge of Chinese-English word order differences. There were 61 first-year vocational high school participants involved with 33 receiving inductive instruction and 28 receiving deductive instruction. To observe the variance in translation performance among participants in the two groups, independent-sample and paired-sample test were applied for the analysis. On the whole, the results indicated that there was no significant difference of translation performance under the two
instructions. Participants’language proficiency and the types of Chinese-English word order differences were the two factors also discussed in details in this study to examine their interaction with the effect of the two instructional approaches.
Abdul-Ghafa, K. M. (2019). The Relationship between Language Learning Strategies and Achievement among EFL University Students in Yemen. Online Submission,3(3), 64-83.
Ausubel, D. P. (1964). Adults versus children in second-language learning: Psychological considerations. The Modern Language Journal, 48(7), 420-424.
Benitez-Correa, C., Gonzalez-Torres, P., and Vargas-Saritama, A. (2019). A Comparison between Deductive and Inductive Approaches for Teaching EFL Grammar to High School Students. International Journal of Instruction, 12(1), 225-236.
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs: Prentice Hall Regents.
Carroll, John B. (1964). Language and thought. Englewood Cliffs, NJ: Prentice-Hall.
Chang, C. N., and Tsay, W. T. (2007). The common grammatical errors Taiwanese students often make in English research. The Journal of Educational Science, 7(1), 1-14.
Chen, M. C., and Shih, J. Y. (2008). Interaction Effects of Proficiency, Gender, and Task Complexity to Inductive and Deductive Approaches in Grammar Instruction. Journal of Applied Foreign Language, 10, 89-113
Darus, S., and Ching, K. H. (2009). Common errors in written English essays of Form One Chinese students: A case study. European Journal of Social Science, 10(2), October 2009, 242-253
Dulay, H., Burt, M., and Krashen, S. (1982). Language two. New York: Oxford University Press.
Dagilienė, I. (2012). Translation as a learning method in English language teaching. Studies About Languages, (21). doi:10.25156/ptj.2017.7.3.15
Dipolog-Ubanan, G. (2016). L1 influence on writing in L2 among UCSI Chinese students: A case study. Pertanika Journal of Social Sciences and Humanities, 24(4), 1835-1847
Erlam, R. (2003). The effects of deductive and inductive instruction on the acquisition of direct object pronouns in French as a second language. The Modern Language Journal,87(2), 242-260.
Fischer, R. A. (1979). The inductive-deductive controversy revisited. The Modern Language Journal, 63(3), 98-105.
Herron, C., and Tomasello, M. (1992). Acquiring grammatical structures by guided induction. The French Review, 65(5), 708-718.
Kelly, T. L. (1939). The Selection of Upper and Lower Groups for the Validation of Test Items, Journal of Educational Psychology, 30, 17-24
Lahuerta, A. C. (2018). Study of accuracy and grammatical complexity in EFL writing. International Journal of English Studies, 18(1), 71–89. https://doi.org/10.6018/ijes/2018/1/258971
Lally, C. G. (1998b). The implicit versus explicit division in language learning theory, method, and practice. Unterrichtspraxis, 31, 154-159.
Li, L. I. (1998). A comparison of word order in English and Chinese. Papers and studies in contrastive linguistics, 34, 153-161.
Liu, H. M. (1979). A Comparative Study of the Word Order of English and Chinese with Special Reference to the Mirror-Image Phenomenon. Thesis. Fu-jen Catholic University.
Mallia, J. G. (2014). Inductive and Deductive Approaches to Teaching English Grammar. Arab World English Journal, 5(2).
Mohammed, A. A., and Jaber, H. A. (2008). The Effects of Deductive and Inductive Approaches of Teaching on Jordanian University Students’ Use of the Active and Passive Voice in English. College Student Journal, 42(2), 545-553.
Motha, H. (2013). The effect of deductive and inductive learning strategies on language acquisition. Unpublished master's thesis, Tilburg University, Tilburg.
Nagata, N. (1997). An experimental comparison of deductive and inductive feedback generated by a simple parser. System, 25(4), 515-534.
Negahdaripour, S., and Amirghassemi, A. (2016). The effect of deductive vs. inductive grammar instruction on Iranian EFL Learners’ Spoken Accuracy and Fluency. International Journal of Applied Linguistics and English Literature, 5(1), 8-17. http://dx.doi.org/10.7575/aiac.ijalel.v.5n.1p.8
Pourmoradi, V., and Vahdat, S. (2016). The interactive relationship between inductive-deductive grammar teaching, gender and the cognitive style of Iranian EFL learners. Theory and Practice in Language Studies, 6(11), 2151-2163.
Shaffer, C. (1989). A comparison of inductive and deductive approaches to teaching foreign languages. The Modern Language Journal, 73(4), 395-403.
Sulaiman, S. (2012).The effectiveness of inductive and deductive approach in teaching adverbs of frequency among low achievers (Doctoral dissertation, Universiti Teknologi Malaysia).
Thornbury, S. (1999). How to teach grammar. Harlow, Essex: Longman.
Timina, S. (2013). The problem of Chinese language interference in written English. The European Conference on Language Learning Official Conference Proceedings 2013. Retrieved October, 30 2015 from www.iafor.org.
Wang, L. Y. (2002). Effects of Inductive and Deductive Approach on EFL Learning Collocation Patterns by Using Concordancers. Unpublished master’s thesis, National Yunlin University of Science and Technology. Taiwan: Yunlin.
Winitz, H. (1996). Grammaticality judgment as a function of explicit and implicit instruction in Spanish. The Modern Language Journal, 80(1), 32-46.
Wu, H., and Garzar, E. V. (2014). Types and attributes of English writing errors in the EFL context-A study of error analysis. Journal of Language Teaching and Research, 5(6), 1256- 1262. doi:https://doi.org/10.4304/jltr.5.6.1256-1262
Wolfe-Quintero, K., Inagaki, S., and Kim, H. (1998). Second Language Development in Writing: Measures of Fluency, Accuracy, and Complexity. Hawai’i: University of Hawai’i at Manoa.
Zamani, A., and Mohammadi, F. A. (2014). A Comparison between Using an Inductive Strategy and a Deductive one in Grammar Instruction for Iranian EFL Learners. Enjoy Teaching Journal, 2(1), 90- 98
Zheng, C., and Park, Tae-Ja. (2013). An analysis of errors in English writing made by Chinese and Korean university students. Theory and Practice in Language Studies, 3(2), 1342-1360. https://doi.org/10.4304/tpls.3.8.1342-1351
|Appears in Collections:||[語言學研究所] 學位論文|
Files in This Item:
All items in 學術集成 are protected by copyright, with all rights reserved.