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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Bibliographic Details
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]
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Database:	Education Research Complete

Description
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]
ISSN:	0015718X
DOI:	10.1111/j.1944-9720.2011.01133.x