| Summary: | 碩士 === 國立屏東商業技術學院 === 應用英語系(所) === 99 === Deductive and inductive methods were often used in grammar teaching. However, that which method would be more beneficial to language learners has always been widely discussed. Thus, the study was to examine the teaching effects of the deductive and inductive methods, and the setting was college freshmen’s English Grammar and Writing Class during two academic semesters. Fifty-one English-major freshmen participated in this study (24 in deductive group, 27 in inductive group). The important findings included that (a) the participants’ general performance in the two semesters did not show any significant differences between deductive and inductive groups; (b) the sum of the words that the participants used did not show significant differences on the four exams, but in final exam, 2008 (fall semester), deductive group performed better in the words used in the in-class writing essay; (c) there were no significant differences in the sum of the complete sentences used on the four exams, and no differences were found in each pair of the in-class writing essays on the four exams between the two groups; (d) deductive group performed better than the inductive group in the sum of the complex sentences used on the four exams, and in final exam, 2008 (fall semester), deductive group also performed better in the complex sentences used in the in-class writing essay; (e) deductive group outperformed the inductive group in the sum of the ‘auxiliary + verb’ and ‘modal + verb’ phrases used on the four exams, and deductive group also performed better in the ‘auxiliary + verb’ phrases used in final exam, 2008 (fall semester), ‘modal + verb’ ‘auxiliary + verb’ phrases used in midterm exam, 2009 (spring semester) in the in-class writing essays on the four exams; (f) the participants in both of the groups performed significantly improved in the three types of verb used in the in-class writing essays on the four exams after they received grammar instructions by deductive and inductive methods; (g) most participants preferred deductive method more than inductive method; (h) most participants expressed that their grammatical concepts made progress after taking English Grammar and Writing Class; (i) most participants hoped that the writing teachers could offer more help to them in learning writing skill. Pedagogical implications and suggestions for future studies were provided.
|
|---|
