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Effectiveness of a Guided Inductive Versus a Deductive Approach on the Learning of Grammar in the Intermediate-Level College French Classroom.

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Title: Effectiveness of a Guided Inductive Versus a Deductive Approach on the Learning of Grammar in the Intermediate-Level College French Classroom.
Authors: Vogel, Séverine1, Herron, Carol1, Cole, Steven P.2, York, Holly1
Source: Foreign Language Annals. Jun2011, Vol. 44 Issue 2, p353-380. 28p. 8 Charts.
Subject Terms: *Inductive teaching, *Deductive teaching, *College students, Grammar, Questionnaires
Geographic Terms: France
Abstract: This study investigated how to present grammatical structures to intermediate-level French college students. It compared the effects of a guided inductive and a deductive approach on short- and long-term learning of 10 structures. A mixed-methods design was adopted to assess learning of the structures and to investigate preference of approach. Performances in both conditions were measured through a within-subjects design featuring a pretest/posttest and immediate posttreatment tests. A questionnaire assessed students' preferences and relationships between preferences and performance were examined. Findings indicated a significantly greater effect of the guided inductive approach on short-term learning. The long-term findings and the relationship between preferences and performances were not significant. Analyses indicated that students who preferred explanations of the rules performed better with a guided inductive approach. [ABSTRACT FROM AUTHOR]
Copyright of Foreign Language Annals is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Effectiveness of a Guided Inductive Versus a Deductive Approach on the Learning of Grammar in the Intermediate-Level College French Classroom.
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  Data: <searchLink fieldCode="JN" term="%22Foreign+Language+Annals%22">Foreign Language Annals</searchLink>. Jun2011, Vol. 44 Issue 2, p353-380. 28p. 8 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Inductive+teaching%22">Inductive teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Deductive+teaching%22">Deductive teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink>
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  Data: This study investigated how to present grammatical structures to intermediate-level French college students. It compared the effects of a guided inductive and a deductive approach on short- and long-term learning of 10 structures. A mixed-methods design was adopted to assess learning of the structures and to investigate preference of approach. Performances in both conditions were measured through a within-subjects design featuring a pretest/posttest and immediate posttreatment tests. A questionnaire assessed students' preferences and relationships between preferences and performance were examined. Findings indicated a significantly greater effect of the guided inductive approach on short-term learning. The long-term findings and the relationship between preferences and performances were not significant. Analyses indicated that students who preferred explanations of the rules performed better with a guided inductive approach. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Foreign Language Annals is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/j.1944-9720.2011.01133.x
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        Text: English
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              Text: Jun2011
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