영어 문법지도 방법의 학습 효과에 관한 연구

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영어문법 지도방법 학습효과
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.
Alternative Title
The Effects of Grammar Instructions in the Middle School English Class : Deductive and Inductive Approaches
Alternative Author(s)
Jeong, Yeon Ju
조선대학교 교육대학원
교육대학원 영어교육
Awarded Date
2008. 8
Table Of Contents
I. 서론 = 1
Ⅱ. 연역적/귀납적 문법 제시 방법 = 3
Ⅲ. 선행연구 = 5
Ⅳ. 연구 방법 = 8
A. 연구대상 = 8
B. 수업절차 = 10
C. 평가절차 = 14
D. 자료 분석 = 16
V. 연구 결과 = 17
A. 문법 제시 방법과 성취도 = 17
B. 문법 제시 방법의 선호도 = 18
VI. 논의 및 결론 = 23
참고문헌 = 25
부록 = 28
조선대학교 교육대학원
정연주. (2008). 영어 문법지도 방법의 학습 효과에 관한 연구
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Education > Theses(Master)(교육대학원)
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