A Comparative Analysis of Two Approaches To Grammar Teaching: Constructive VS. Lecturing

• Main Authors: Chang Shih-hsun, 張時薰
• Other Authors: Kuang-hsiung Yu
• Format: Others
• Language: en_US
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/38135451416829027959

碩士 === 國立高雄師範大學 === 英語學系 === 93 === The purpose of this study is to analyze the effects of grammar teaching between the Constructive Grammar Approach and the Lecturing Grammar Approach. The subjects for this study were senior high school students in Pingtong, Taiwan. In addition to the comparisons of the effectiveness between the two approaches, the learners’ learning attitude and learning interests are also examined. Two classes of forty-three second-grade female students at Pingtong Girls’ Senior High School served as the subjects of the study. One class was arbitrarily chosen as the experimental group taught under the Constructive Grammar Approach, while the other class was chosen similarly as the control group taught under the Lecturing Grammar Approach. The experimental teaching of grammar was 10-minute per class hour, and lasted for one semester. Two areas of English grammar, Subjunctive Mood and Indirect Speech, were chosen as the focus of the teaching. The differences in the grammar achievement tests and attitude questionnaires between the pre-treatment and post-treatment of the two groups were analyzed and compared quantitatively. The findings of the study are as follows: 1. The experimental group taught under the Constructive Grammar Approach gets better grades in the post-experiment achievement tests than the control group taught under the Lecturing Grammar Approach. 2. The experimental group taught under the Constructive Grammar Approach had better learning attitude than the control group taught under the Lecturing Grammar Approach. Moreover, as for the affective effectiveness, the experimental group had better mean scores than the control group in terms of Learning Motives, Social Interaction, Learning Attitude, the Attitude toward the Course and Learning Strategies. In short, this study suggests that for effective grammar teaching, English teachers may consider change their teaching strategy from lecturing to the Constructive Grammar Approach.