The Effects of Deductive and Guided Inductive Approaches on the Learning of Grammar in an Advanced College French Course Open Access
Dotson, Erica Kamal (2010)
Published
Abstract
Abstract
The Effects of Deductive and Guided Inductive Approaches on the
Learning of
Grammar in an Advanced College French Course
By Erica K. Dotson
This mixed-methodology investigation evaluated the effects of
deductive and
guided inductive approaches on the learning of targeted linguistic
structures in an
advanced French university grammar course. Specifically this study
compared the effects
of these two pedagogical conditions by measuring students' grammar
performance on
immediate post-treatment tests and pre- and post-tests of
advanced-level grammatical
structures. This project also investigated whether students
preferred to learn via the
guided inductive or deductive approach, and whether there was a
relationship between
their stated instruction delivery preference and their short- and
long-term grammar
performance.
A quasi-experimental equivalent time samples design featuring the
use of pre-,
post- and immediate tests was used to compare students' learning of
10 linguistic
structures in the two conditions. Further, post-test questionnaires
and individual semi-
structured interviews were conducted to gauge participants'
preferences for both
instructional approaches.
Statistical analyses indicated that were no significant differences
detected
between the two conditions with regard to short-term learning of
the targeted grammar
structures. However, this project's findings specifically indicated
that advanced students
made significant gains in grammar performance from pre- to
post-test when they were
first exposed to the grammatical material via the guided inductive
condition. Despite this
result, qualitative findings indicated that participants preferred
to learn deductively. Most
specifically, they indicated that deductive learning was more
comfortable to them as it
was the traditional approach to which they had been exposed
throughout their educational
experiences.
The Effects of Deductive and Guided Inductive Approaches on the
Learning of Grammar
in an Advanced College French Course
By
Erica K. Dotson
B.B.A., University of Georgia, 1993
B.A. Georgia State University, 2000
M.A. Georgia State University, 2002
M.A. Georgia State University, 2004
Advisor: Carol Herron, Ph.D
A dissertation submitted to the Faculty of the
James T. Laney School of Graduate Studies of Emory University
in partial fulfillment of the requirements for the degree of Doctor
of Philosophy
in Educational Studies
2010
Table of Contents
TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION AND THEORETICAL FRAMEWORK
1
Introduction
1
Historical Review of FL Instructional Trends
3
Measuring and Standardizing Instruction
8
Rule Presentation in Grammar Instruction
9
A Guided Inductive Approach to Grammar Instruction
13
Theoretical Framework for the Guided Inductive
Approach
14
Statement of the Problem
16
Purpose
17
Research Questions
17
CHAPTER 2: REVIEW OF LITERATURE
19
CHAPTER 3: METHODOLOGY
33
Participants and Course Design
33
Participant Demographics
34
Instrumentation
35
Pre-test of Grammatical Knowledge
35
Pre-test Questionnaire
35
Immediate Tests
36
Post-test of Grammatical Knowledge and Questionnaire
38
Oral participant interviews
39
Mixed Methods Methodology
39
Rationale
40
About this Dissertation
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