영어 문법지도 방법의 학습 효과에 관한 연구

Abstract

This study researches the effectiveness of deductive and inductive instructions for teaching grammar in middle school English class. Eighty-four third-year male students were taught two grammatical structures, the subjunctive mood and the superlative, divided by two groups with each teaching method. In "deductive group", the class began with the instructor's analysis of the targeted grammatical structure with sample sentences. Then, it was followed by students using the structure in an oral practice session. On the other hand, in "inductive group", the session began with the students using the targeted grammatical structure in the same oral practice session. Then the analysis of the structure followed. The study also investigated learner's preferences relating to deductive and inductive tasks. Four immediate posttreatment quizzes and delayed test are used to evaluate the short-term and long-term gains in grammatical knowledge for each group. The results are as follows. The methodological difference between deductive instruction and inductive instruction in grammar class did not make any difference in learners' understanding of the grammar. That is, not just either of the two methods but both of them were effective in grammar teaching. Particularly for high level learners participating in this study, the methodological difference of grammar instruction did not result in difference in academic achievement. However, there are no significant differences between post quizzes and delayed test in deductive and inductive presentation. The results also indicated that learners viewed both task types to be useful, and there was no obvious preference for one task type over the other.