Effects of Two Different Grammar Instruction Approaches Depending upon EFL Learners’ Grammar Knowledge

doi:10.18627/jslg.35.4.202002.583

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2020 Vol.35, Issue 4 Preview Page Next Page

Research Article

Effects of Two Different Grammar Instruction Approaches Depending upon EFL Learners’ Grammar Knowledge: Yoon, Kyeong-Ok and Lee, Jeong-Won

29 February 2020. pp. 583-598

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Abstract

The present study aims at investigating the effects of two grammar instruction approaches in the development of EFL learners’ grammar knowledge and in learning of four grammar types, along with their perception of the approaches, depending upon their grammar knowledge level. For the study, 88 college students were divided into two groups according to their grammar knowledge. The results were that 1) low-level learners obtained a better result in the deductive approach, but not in the inductive one, while high-level learners failed to show any differences in both approaches; 2) no differences were found between the post-test scores of each grammar type in both approaches, and among the four types, articles were found to be the most difficult one in both approaches, whereas verbs revealed the most largest differences between pre- and post-tests in both approaches; and 3) they showed some similarities and differences in their perception of the benefits and drawbacks of each approach. Teaching implications are discussed.

Keywords

grammar instruction

grammar instruction approach

deductive approach

inductive approach

grammar type

References

Adair-Hauck, B. and R. Donato. 2002. The PACE Model: A Story-based Approach to Meaning and Form for Standards- based Language Learning. The French Review 76.2, 278-296.
Bitchener, J. and U. Knoch. 2008. The Value of Written Corrective Feedback for Migrant and International Students. Language Teaching Research 12.3, 409-431. 10.1177/1362168808089924
Bitchener, J. and U. Knoch. 2009a. The Relative Effectiveness of Different Types of Direct Written Corrective Feedback. System 37.2, 322-320. 10.1016/j.system.2008.12.006
Bitchener, J. and U. Knoch. 2009b. The Value of a Focused Approach to Written Corrective Feedback. ELT Journal 63.3, 204-211. 10.1093/elt/ccn043
Bitchener, J. and U. Knoch. 2010a. Raising the Linguistic Accuracy Level of Advanced L2 Writers with Written Corrective Feedback. Journal of Second Language Writing 19.4, 207-217. 10.1016/j.jslw.2010.10.002
Bitchener, J. and U. Knoch. 2010b. The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation. Applied Linguistics 31.2, 193-214. 10.1093/applin/amp016
Carroll, S. and M. Swain. 1993. Explicit and Implicit Negative Feedback: An Empirical Study of the Learning of Linguistic Generalizations. Studies in Second Language Acquisition 15, 357-386. 10.1017/S0272263100012158
Decoo, W. 1996. The Inductive-deductive Opposition: Ambiguities and Complexities of the Didactic Reality. IRAL- International Review of Applied Linguistics 34.2, 95-118. 10.1515/iral.1996.34.2.95
Doughty, C. and J. Williams. 1998. Pedagogical Choices in Focus on Form. In C. Doughty and J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition (pp. 197-262). Cambridge: Cambridge University Press.
Ellis, R. 2001. Introduction: Investigating Form-focused Instruction. Language Learning 51 (Supplement 1), 1-46. 10.1111/j.1467-1770.2001.tb00013.x
Ellis, R. 2002. Does Form-focused Instruction Affect the Acquisition of Implicit Knowledge? A Review of the Research. Studies in Second Language Acquisition 24, 223-236. 10.1017/S0272263102002073
Ellis, R. 2006. Current Issues in the Teaching of Grammar: An SLA Perspective. TESOL Quarterly 40.1, 83-107. 10.2307/40264512
Erlam, R. 2003. The Effects of Deductive and Inductive Instruction on the Acquisition of Direct Object Pronouns in French as a Second Language. The Modern Language Journal 87, 242-260. 10.1111/1540-4781.00188
Fischer, R. A. 1979. The Inductive-deductive Controversy Revisited. The Modern Language Journal 63.3, 98-105. 10.1111/j.1540-4781.1979.tb02433.x
Fotos, S. 1998. Shifting the Focus from Forms to Form in the EFL Classroom. ELT Journal 52.4, 301-307. 10.1093/elt/52.4.301
Fotos, S. 2002. Structure-based Interactive Tasks for the EFL Grammar Learner. In E. Hinkel & S. Fotos, (Eds.). New Perspectives on Grammar Teaching in Second Language Classrooms (pp. 135-154). Mahwah, NJ: Lawrence Erlbaum Associates.
Fotos, S. 2011. Teaching Grammar in Second Language Classrooms: Integrating Form-focused Instruction in Communicative Context. NY: Routledge.
Genesee, F. 1987. Learning Through Two Languages: Studies of Immersion and Bilingual Education. Rewley, MA: Newbury House.
Hammerly, H. 1975. The Deduction/Induction Controversy. The Modern Language Journal 59, 15-18. 10.1111/j.1540-4781.1975.tb03619.x
Herron, C. and M. Tomasello. 1992. Acquiring Grammatical Structures by Guided Instruction. The French Review 65.5, 708-718.
Hinkel, E. and S. Fotos. (Eds.). 2002. New Perspectives on Grammar Teaching in Second Language Classrooms. New York: Routledge. 10.4324/9781410605030
Ho, W. K. 2004. English Language Teaching in East Asia Today: An Overview. Asia Pacific Journal of Education 22.2, 1-22. 10.1080/0218879020220203
Hulstijn, J. 1995. Not All Grammar Rules Are Equal: Giving Grammar Instruction Its Proper Place in Foreign Language Teaching. In R. Schmidt (Ed.), Attention and Awareness in Foreign Language Learning (pp. 359-386). Honolulu: University of Hawaii Press.
Kim, G. M. 2014. How Individual's Learning Styles Affect Grammatical Achievement in Deductive and Inductive Grammar Instruction. English Language Teaching 26.4, 131-148. 10.17936/pkelt.2014.26.4.007
Krashen, S. 1981. Second Language Acquisition and Second Language Learning. Oxford: Pergamon.
Larsen-Freeman, D. 2001. Teaching Grammar. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 251-266). Boston: Heinle & Heinle.
Lee, H. J. 2005. A Comparative Study on the Awareness of Grammar Instructional Approach by EFL Teachers and Learners. English Teaching 60.1, 69-96.
Lin, M. H. 2007. The Effects of the Inductive and Deductive Approaches on Elementary School Students' English Grammar Acquisition. Unpublished Master's Thesis, National Chengchi University, Taiwan.
Long, M. H. 1983. Does Second Language Instruction Make a Difference? A Review of the Research. TESOL Quarterly 17, 359-382. 10.2307/3586253
Norris, J. and L. Ortega. 2000. Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-analysis. Language Learning 50.3, 417-528. 10.1111/0023-8333.00136
Paesani, K. 2005. Literary Text and Grammar Instruction: Revisiting the Inductive Presentation. Foreign Language Annals 40.2, 288-310.
Prabhu, N. S. 1987. Second Language Pedagogy. Oxford: Oxford University Press.
Purpura, J. E. 2004. Assessing Grammar. Cambridge: Cambridge University Press. 10.1017/CBO9780511733086 14688390
Rivers, W. 1975. A Practical Guide to the Teaching of French. New York: Oxford University Press.
Robinson, P. 1997. Individual Differences and the Fundamental Similarity of Implicit and Explicit Adult Second Language Learning. Language learning 47.1, 45-99. 10.1111/0023-8333.21997002
Rutherford, W. E. and M. Sharwood Smith. 1988. Grammar and Second Language Teaching. (Eds.). New York: Newbury House.
Schenck, A. D. 2018. An Investigation of the Relationship Between Grammar Type and Efficacy of Form-focused Instruction. The New Studies of English Language & Literature 69, 223-248. 10.21087/nsell.2018.02.69.223
Seliger, H. W. 1975. Inductive Method and Deductive Method in Language Teaching: A Teexamination. IRAL-International Review of Applied Linguistics in Language Teaching 13, 1-18. 10.1515/iral.1975.13.1-4.1
Shaffer, C. 1989. A Comparison of Inductive and Deductive Approaches to Teaching Foreign Languages. Modern Language Journal 73, 395-403. 10.1111/j.1540-4781.1989.tb05319.x
Spada, N. and P. Lightbown. 2008. Form Focused Instruction: Isolated or Integrated? TESOL Quarterly 42.2, 181-207. 10.1002/j.1545-7249.2008.tb00115.x
Thornbury, S. 1999. How to Teach Grammar. Essex: Pearson Education.
Ur, P. 2012. A Course in English Language Teaching. Cambridge: Cambridge University Press.
Wang, P.-L. 2012. Teaching and Learning English Verb Tenses in a Taiwanese University. English Linguistics Research 1.1, 18-34. 10.5430/elr.v1n1p18
Westney, P. 1994. Rules and Pedagogical Grammar. In T. Odlin (Ed.), Perspectives on Pedagogical Grammar (pp. 72-96). Cambridge: Cambridge University Press. 10.1017/CBO9781139524605.006

Information

Publisher :The Modern Linguistic Society of Korea
Publisher(Ko) :한국현대언어학회
Journal Title :The Journal of Studies in Language
Journal Title(Ko) :언어연구
Volume : 35
No :4
Pages :583-598
DOI :https://doi.org/10.18627/jslg.35.4.202002.583

[1] Adair-Hauck, B. and R. Donato. 2002. The PACE Model: A Story-based Approach to Meaning and Form for Standards- based Language Learning. The French Review 76.2, 278-296.

[2] Bitchener, J. and U. Knoch. 2008. The Value of Written Corrective Feedback for Migrant and International Students. Language Teaching Research 12.3, 409-431. 10.1177/1362168808089924

[3] Bitchener, J. and U. Knoch. 2009a. The Relative Effectiveness of Different Types of Direct Written Corrective Feedback. System 37.2, 322-320. 10.1016/j.system.2008.12.006

[4] Bitchener, J. and U. Knoch. 2009b. The Value of a Focused Approach to Written Corrective Feedback. ELT Journal 63.3, 204-211. 10.1093/elt/ccn043

[5] Bitchener, J. and U. Knoch. 2010a. Raising the Linguistic Accuracy Level of Advanced L2 Writers with Written Corrective Feedback. Journal of Second Language Writing 19.4, 207-217. 10.1016/j.jslw.2010.10.002

[6] Bitchener, J. and U. Knoch. 2010b. The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation. Applied Linguistics 31.2, 193-214. 10.1093/applin/amp016

[7] Carroll, S. and M. Swain. 1993. Explicit and Implicit Negative Feedback: An Empirical Study of the Learning of Linguistic Generalizations. Studies in Second Language Acquisition 15, 357-386. 10.1017/S0272263100012158

[8] Decoo, W. 1996. The Inductive-deductive Opposition: Ambiguities and Complexities of the Didactic Reality. IRAL- International Review of Applied Linguistics 34.2, 95-118. 10.1515/iral.1996.34.2.95

[9] Doughty, C. and J. Williams. 1998. Pedagogical Choices in Focus on Form. In C. Doughty and J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition (pp. 197-262). Cambridge: Cambridge University Press.

[10] Ellis, R. 2001. Introduction: Investigating Form-focused Instruction. Language Learning 51 (Supplement 1), 1-46. 10.1111/j.1467-1770.2001.tb00013.x

[11] Ellis, R. 2002. Does Form-focused Instruction Affect the Acquisition of Implicit Knowledge? A Review of the Research. Studies in Second Language Acquisition 24, 223-236. 10.1017/S0272263102002073

[12] Ellis, R. 2006. Current Issues in the Teaching of Grammar: An SLA Perspective. TESOL Quarterly 40.1, 83-107. 10.2307/40264512

[13] Erlam, R. 2003. The Effects of Deductive and Inductive Instruction on the Acquisition of Direct Object Pronouns in French as a Second Language. The Modern Language Journal 87, 242-260. 10.1111/1540-4781.00188

[14] Fischer, R. A. 1979. The Inductive-deductive Controversy Revisited. The Modern Language Journal 63.3, 98-105. 10.1111/j.1540-4781.1979.tb02433.x

[15] Fotos, S. 1998. Shifting the Focus from Forms to Form in the EFL Classroom. ELT Journal 52.4, 301-307. 10.1093/elt/52.4.301

[16] Fotos, S. 2002. Structure-based Interactive Tasks for the EFL Grammar Learner. In E. Hinkel & S. Fotos, (Eds.). New Perspectives on Grammar Teaching in Second Language Classrooms (pp. 135-154). Mahwah, NJ: Lawrence Erlbaum Associates.

[17] Fotos, S. 2011. Teaching Grammar in Second Language Classrooms: Integrating Form-focused Instruction in Communicative Context. NY: Routledge.

[18] Genesee, F. 1987. Learning Through Two Languages: Studies of Immersion and Bilingual Education. Rewley, MA: Newbury House.

[19] Hammerly, H. 1975. The Deduction/Induction Controversy. The Modern Language Journal 59, 15-18. 10.1111/j.1540-4781.1975.tb03619.x

[20] Herron, C. and M. Tomasello. 1992. Acquiring Grammatical Structures by Guided Instruction. The French Review 65.5, 708-718.

[21] Hinkel, E. and S. Fotos. (Eds.). 2002. New Perspectives on Grammar Teaching in Second Language Classrooms. New York: Routledge. 10.4324/9781410605030

[22] Ho, W. K. 2004. English Language Teaching in East Asia Today: An Overview. Asia Pacific Journal of Education 22.2, 1-22. 10.1080/0218879020220203

[23] Hulstijn, J. 1995. Not All Grammar Rules Are Equal: Giving Grammar Instruction Its Proper Place in Foreign Language Teaching. In R. Schmidt (Ed.), Attention and Awareness in Foreign Language Learning (pp. 359-386). Honolulu: University of Hawaii Press.

[24] Kim, G. M. 2014. How Individual's Learning Styles Affect Grammatical Achievement in Deductive and Inductive Grammar Instruction. English Language Teaching 26.4, 131-148. 10.17936/pkelt.2014.26.4.007

[25] Krashen, S. 1981. Second Language Acquisition and Second Language Learning. Oxford: Pergamon.

[26] Larsen-Freeman, D. 2001. Teaching Grammar. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 251-266). Boston: Heinle & Heinle.

[27] Lee, H. J. 2005. A Comparative Study on the Awareness of Grammar Instructional Approach by EFL Teachers and Learners. English Teaching 60.1, 69-96.

[28] Lin, M. H. 2007. The Effects of the Inductive and Deductive Approaches on Elementary School Students' English Grammar Acquisition. Unpublished Master's Thesis, National Chengchi University, Taiwan.

[29] Long, M. H. 1983. Does Second Language Instruction Make a Difference? A Review of the Research. TESOL Quarterly 17, 359-382. 10.2307/3586253

[30] Norris, J. and L. Ortega. 2000. Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-analysis. Language Learning 50.3, 417-528. 10.1111/0023-8333.00136

[31] Paesani, K. 2005. Literary Text and Grammar Instruction: Revisiting the Inductive Presentation. Foreign Language Annals 40.2, 288-310.

[32] Prabhu, N. S. 1987. Second Language Pedagogy. Oxford: Oxford University Press.

[33] Purpura, J. E. 2004. Assessing Grammar. Cambridge: Cambridge University Press. 10.1017/CBO9780511733086 14688390

[34] Rivers, W. 1975. A Practical Guide to the Teaching of French. New York: Oxford University Press.

[35] Robinson, P. 1997. Individual Differences and the Fundamental Similarity of Implicit and Explicit Adult Second Language Learning. Language learning 47.1, 45-99. 10.1111/0023-8333.21997002

[36] Rutherford, W. E. and M. Sharwood Smith. 1988. Grammar and Second Language Teaching. (Eds.). New York: Newbury House.

[37] Schenck, A. D. 2018. An Investigation of the Relationship Between Grammar Type and Efficacy of Form-focused Instruction. The New Studies of English Language & Literature 69, 223-248. 10.21087/nsell.2018.02.69.223

[38] Seliger, H. W. 1975. Inductive Method and Deductive Method in Language Teaching: A Teexamination. IRAL-International Review of Applied Linguistics in Language Teaching 13, 1-18. 10.1515/iral.1975.13.1-4.1

[39] Shaffer, C. 1989. A Comparison of Inductive and Deductive Approaches to Teaching Foreign Languages. Modern Language Journal 73, 395-403. 10.1111/j.1540-4781.1989.tb05319.x

[40] Spada, N. and P. Lightbown. 2008. Form Focused Instruction: Isolated or Integrated? TESOL Quarterly 42.2, 181-207. 10.1002/j.1545-7249.2008.tb00115.x

[41] Thornbury, S. 1999. How to Teach Grammar. Essex: Pearson Education.

[42] Ur, P. 2012. A Course in English Language Teaching. Cambridge: Cambridge University Press.

[43] Wang, P.-L. 2012. Teaching and Learning English Verb Tenses in a Taiwanese University. English Linguistics Research 1.1, 18-34. 10.5430/elr.v1n1p18

[44] Westney, P. 1994. Rules and Pedagogical Grammar. In T. Odlin (Ed.), Perspectives on Pedagogical Grammar (pp. 72-96). Cambridge: Cambridge University Press. 10.1017/CBO9781139524605.006

The Journal of Studies in Language ISSN:1225-4770(Print) 2671-6151(Online) 언어연구

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