영어 문법 지도 방법에 따른 한국 고등학생의 영어 문법 능력 차이: 연역적, 귀납적 방법을 중심으로

Abstract

The purpose of this study was to analyze the differences in the English grammar ability and English learning attitudes of high school students depending on the different grammar instruction(deductive vs. inductive). They were 57 high school students in Damyang-gun, Jeollanam-do and randomly assigned into one of two classes: Deductive group and inductive group. This study was conducted for four weeks. The instructor in charge of the participant taught the both classes with different grammar instruction methods. The proficience level of tasks between two groups were the same. To examine the effects of deductive and inductive grammar instructions on students' English grammar ability and English learning attitudes. The collected data were analyzed through descriptive statistics, independent sample t-test, analysis of covariance and paired sample t-test. The results of the study were summarized as follows: First, it shows that deductive instruction was more effective than inductive instruction in improving grammar skill. Comparing the grammar score of pre-evaluation and post-evaluation, the deductive group showed a statistically significant improvement, whereas the inductive group showed a significant decrease. Therefore, it can be confirmed that the deductive instruction method is more effective than the inductive instruction method for the high school students. Second, the result of the questionnaire indicated that there was no significant change between pre-survey and post-survey in the students attitudes toward English learning for both deductive and inductive groups. However, the inductive group showed the biggest difference in attitude toward learning grammar. This suggests that inductive instruction has a more positive effect than deductive instruction in improving students’ attitude toward learning grammar. The study provides teaching implications based on the results. Despite the short experimental period, this study proves deductive instruction can help to improve grammar skill of Korean high school students. However, the results can vary depending on the learners' learning context. Therefore, it is necessary for the teacher to fully understand the advantages and disadvantages of the grammar teaching methods.