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題名 針對英語為外語學習者探究文法結構教學：歸納或演繹?
Teaching Grammar for EFL Learners: Inductive or Deductive?作者 李思穎
Lee, Szu-Ying貢獻者 劉怡君
Liu, Yi-Chun
李思穎
Lee, Szu-Ying關鍵詞 歸納
演繹
精通
文法學習
Inductive
Deductive
Proficiency
Grammar learning日期 2018 上傳時間 29-Aug-2018 16:02:47 (UTC+8) 摘要 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.參考文獻 Ausubel, D.P. (1960). The use of advance organizers in the learning and retention of meaning verbal material. Journal of Educational Psychology.Ausubel, D.P. (1963). The psychology of meaningful verbal learning: An introduction to school learning. New York: Grune & Stratton. Brown, H.D. (2007). Principles of language learning and teaching. Pearson Longman.Cahyono, & Widiati (2006). The teaching of English grammar in the Indonesian context: the state of the art. Celt, Vol. 6Carroll, John B. (1964). Language and thought. Englewood Cliffs, NJ: Prentice-Hall.Celce-Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL Quarterly, 25, 459–480. Chalipa, S. (2013). The effect of inductive vs. deductive instructional approach in grammar Learning of ESL Learners. International Researchers, 2(2), 178–186.Cole, S., Haight, C., & Herron, C. (2007). The effects of deductive and guided inductive instructional approaches on the learning of grammar in the elementary languagecollege classroom. Foreign Language Annals, 40, 288–309. doi: 10.1111/j.1944-9720.2007.tb03202.xDoughty, C. (2001). Cognitive underpinnings of focus on form. In P. Robinson (Ed.), Cognition and second language instruction (pp. 206–257). Cambridge: Cambridge University Press.Eisenstein, M. (1987). Grammatical explanations in ESL: Teach the student, not the method. In M. Long & J. Richards (Eds.), Methodology in TESOL (pp. 282– 292). New Jersey: Heinle & Heinle Publishers. Ellis, R. (1993). Second language acquisition and the structural syllabus. TESOL Quarterly, 27, 91–113. Ellis, R. (1995). Interpretation tasks for grammar teaching. TESOL Quarterly, 29, 87–105.Ellis, R. (2002). Does form-focused instruction affect the acquisition of implicit knowledge? A review of the research. Studies in Second Language Acquisition, 24, 223–236. 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), 242–260Felder, R., & Henriques, E. (1995). Learning and teaching styles in foreign and second language education. Foreign Language Annals 28(1), 21–31. Fischer, R. A. (1979). "The inductive-deductive controversy revisited", The Modern Language Journal, 63(3), 98–105. doi: 10.2307/325777General language competence and adult second language reading. In J. Devine, P.L.Carrell and D.E.Eskey (Eds.), (1987). Research on reading English as a Second Language Washington, D.C.: TESOL.Goner, Philips, & Steve Walters (1978). "Inductive and deductive approach in TESOL." In Heinmann (1995). Teaching Practice Handbook Structures: Grammar and Function (pp. 129 –138). Pedagogy. The Modern Language Journal, Vol. 74, No. 4 (Winter 1990): 451-458.Herron, C., & Tomasello, M. (1992). Acquiring grammatical structures by guided induction. French Review, 65, 708–718. Jiroft and Simin (2013). The effects of inductive and deductive instructional approach in grammar learning of ESL learners. International Journal of Advanced Research Studies, 76–90.Takimoto. M. (2008). The effects of deductive and inductive instruction on the development of language learners` pragmatic competence. The Modern Language Journal, 369–386.Mohammed, A.A., & 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.Mountone, P. (2004). How to use examples effectively: deductive vs. inductive approaches. Santa Barbara: University of California.Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: a research synthesis and quantitative meta-analysis. Language Learning, 50, 417–528.Robinson, P. (1996). Learning simple and complex rules under implicit, incidental, rule-search conditions, and instructed conditions. Studies in Second Language Acquisition, 18, 27–67.Schrampfer, Azar B. and Spack, Koch, R. (2005). Understanding and Using English Grammar: Interactive. TESL-EJ Top, volume 9, No.3.Shaffer, C. (1989). A comparison of inductive and deductive approaches to teaching foreign languages. The Modern Language Journal, 73(4), 395–403.Skehan, P. (1989). Individual differences in second-language learning. London: Edward Arnold.Tammenga-Helmantel, M., Arends, E., & Canrinus, E. (2014). The effectiveness of deductive, inductive, implicit and incidental grammatical instruction in second language classrooms. System, 45, 198–210.Uddin, K., & Ahmed, T. (2012). Inductive and contextual approaches to English grammar teaching. Language in India 12(11), 166.Widodo, H.P. (2006). Approaches and procedures for teaching grammar. English Teaching: Practice and Critique, 5(1), 122–141. 描述 碩士
國立政治大學
英語教學碩士在職專班
102951010資料來源 http://thesis.lib.nccu.edu.tw/record/#G0102951010 資料類型 thesis dc.contributor.advisor 劉怡君 zh_TW dc.contributor.advisor Liu, Yi-Chun en_US dc.contributor.author (Authors) 李思穎 zh_TW dc.contributor.author (Authors) Lee, Szu-Ying en_US dc.creator (作者) 李思穎 zh_TW dc.creator (作者) Lee, Szu-Ying en_US dc.date (日期) 2018 en_US dc.date.accessioned 29-Aug-2018 16:02:47 (UTC+8) - dc.date.available 29-Aug-2018 16:02:47 (UTC+8) - dc.date.issued (上傳時間) 29-Aug-2018 16:02:47 (UTC+8) - dc.identifier (Other Identifiers) G0102951010 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/119792 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英語教學碩士在職專班 zh_TW dc.description (描述) 102951010 zh_TW dc.description.abstract (摘要) 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。 zh_TW dc.description.abstract (摘要) 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. en_US dc.description.tableofcontents ACKNOWLEDGMENS IVCHINESE ABSTRACT VIIENGLISH ABSTRACT 2CHAPTER ONE: INTRODUCTION 3Background and Motivation 3Purpose of the Study 5CHAPTER TWO: LITERATURE REVIEW 7Importance of Grammar 7Studies on the Inductive Approach 8Studies on the Deductive Approach 14Studies on the Combined Approach 17Learners’ Language Proficiency and Teaching Approaches 22CHAPTER THREE: METHOD 27CHAPTER FOUR: RESULTS 37CHAPTER FIVE: DISCUSSION 45CHAPTER SIX: CONCLUSION 49REFERENCES 51APPENDIXES 57 zh_TW dc.format.extent 586036 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0102951010 en_US dc.subject (關鍵詞) 歸納 zh_TW dc.subject (關鍵詞) 演繹 zh_TW dc.subject (關鍵詞) 精通 zh_TW dc.subject (關鍵詞) 文法學習 zh_TW dc.subject (關鍵詞) Inductive en_US dc.subject (關鍵詞) Deductive en_US dc.subject (關鍵詞) Proficiency en_US dc.subject (關鍵詞) Grammar learning en_US dc.title (題名) 針對英語為外語學習者探究文法結構教學：歸納或演繹? zh_TW dc.title (題名) Teaching Grammar for EFL Learners: Inductive or Deductive? en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Ausubel, D.P. (1960). The use of advance organizers in the learning and retention of meaning verbal material. Journal of Educational Psychology.Ausubel, D.P. (1963). The psychology of meaningful verbal learning: An introduction to school learning. New York: Grune & Stratton. Brown, H.D. (2007). Principles of language learning and teaching. Pearson Longman.Cahyono, & Widiati (2006). The teaching of English grammar in the Indonesian context: the state of the art. Celt, Vol. 6Carroll, John B. (1964). Language and thought. Englewood Cliffs, NJ: Prentice-Hall.Celce-Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL Quarterly, 25, 459–480. Chalipa, S. (2013). The effect of inductive vs. deductive instructional approach in grammar Learning of ESL Learners. International Researchers, 2(2), 178–186.Cole, S., Haight, C., & Herron, C. (2007). The effects of deductive and guided inductive instructional approaches on the learning of grammar in the elementary languagecollege classroom. Foreign Language Annals, 40, 288–309. doi: 10.1111/j.1944-9720.2007.tb03202.xDoughty, C. (2001). Cognitive underpinnings of focus on form. In P. Robinson (Ed.), Cognition and second language instruction (pp. 206–257). Cambridge: Cambridge University Press.Eisenstein, M. (1987). Grammatical explanations in ESL: Teach the student, not the method. In M. Long & J. Richards (Eds.), Methodology in TESOL (pp. 282– 292). New Jersey: Heinle & Heinle Publishers. Ellis, R. (1993). Second language acquisition and the structural syllabus. TESOL Quarterly, 27, 91–113. Ellis, R. (1995). Interpretation tasks for grammar teaching. TESOL Quarterly, 29, 87–105.Ellis, R. (2002). Does form-focused instruction affect the acquisition of implicit knowledge? A review of the research. Studies in Second Language Acquisition, 24, 223–236. 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), 242–260Felder, R., & Henriques, E. (1995). Learning and teaching styles in foreign and second language education. Foreign Language Annals 28(1), 21–31. Fischer, R. A. (1979). "The inductive-deductive controversy revisited", The Modern Language Journal, 63(3), 98–105. doi: 10.2307/325777General language competence and adult second language reading. In J. Devine, P.L.Carrell and D.E.Eskey (Eds.), (1987). Research on reading English as a Second Language Washington, D.C.: TESOL.Goner, Philips, & Steve Walters (1978). "Inductive and deductive approach in TESOL." In Heinmann (1995). Teaching Practice Handbook Structures: Grammar and Function (pp. 129 –138). Pedagogy. The Modern Language Journal, Vol. 74, No. 4 (Winter 1990): 451-458.Herron, C., & Tomasello, M. (1992). Acquiring grammatical structures by guided induction. French Review, 65, 708–718. Jiroft and Simin (2013). The effects of inductive and deductive instructional approach in grammar learning of ESL learners. International Journal of Advanced Research Studies, 76–90.Takimoto. M. (2008). The effects of deductive and inductive instruction on the development of language learners` pragmatic competence. The Modern Language Journal, 369–386.Mohammed, A.A., & 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.Mountone, P. (2004). How to use examples effectively: deductive vs. inductive approaches. Santa Barbara: University of California.Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: a research synthesis and quantitative meta-analysis. Language Learning, 50, 417–528.Robinson, P. (1996). Learning simple and complex rules under implicit, incidental, rule-search conditions, and instructed conditions. Studies in Second Language Acquisition, 18, 27–67.Schrampfer, Azar B. and Spack, Koch, R. (2005). Understanding and Using English Grammar: Interactive. TESL-EJ Top, volume 9, No.3.Shaffer, C. (1989). A comparison of inductive and deductive approaches to teaching foreign languages. The Modern Language Journal, 73(4), 395–403.Skehan, P. (1989). Individual differences in second-language learning. London: Edward Arnold.Tammenga-Helmantel, M., Arends, E., & Canrinus, E. (2014). The effectiveness of deductive, inductive, implicit and incidental grammatical instruction in second language classrooms. System, 45, 198–210.Uddin, K., & Ahmed, T. (2012). Inductive and contextual approaches to English grammar teaching. Language in India 12(11), 166.Widodo, H.P. (2006). Approaches and procedures for teaching grammar. English Teaching: Practice and Critique, 5(1), 122–141. zh_TW dc.identifier.doi (DOI) 10.6814/THE.NCCU.ETMA.004.2018.A07 -
