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)

Permanent URL: https://etd.library.emory.edu/concern/etds/dj52w516q?locale=en
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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

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