A Comparison between Deductive and Inductive Approaches for Teaching EFL Grammar to High School Students

Autor/inn/en	Benitez-Correa, Carmen; Gonzalez-Torres, Paul; Vargas-Saritama, Alba
Titel	A Comparison between Deductive and Inductive Approaches for Teaching EFL Grammar to High School Students
Quelle	In: International Journal of Instruction, 12 (2019) 1, S.225-236 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Comparative Analysis; Pretests Posttests; Teaching Methods; Grammar; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Instructional Effectiveness; Logical Thinking; High School Students; Language Tests; Scores; Intervention; Language Teachers; Ecuador + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Unterrichtserfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Language test; Sprachtest; Language teacher; Sprachunterricht
Abstract	This study had the purpose of testing two methods for teaching grammar in English as a Foreign Language (EFL) class: the deductive and inductive approaches in terms of effectiveness and rapport. This research was conducted in a public high school in Ecuador. Seventy students enrolled in the second year of senior high school participated. One in-service teacher taught the EFL classes during the process of intervention (10 weeks), and two EFL teachers observed all of these classes and recorded the information by filling in observation sheets. The students were administered grammar pre-tests and post-tests in order to assess their grammar knowledge. The results of the tests showed a significant difference in the scores in favor of the inductive approach. After the statistical analysis of the data obtained from the tests and observation sheets, we concluded that the inductive approach is more effective for teaching grammar in the EFL classroom in terms of instruction and rapport. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01