A study on deductive and inductive approaches in teaching grammar to Iraqi learners of English
Aqrawi, Rany Muayad Hussein
A study on deductive and inductive approaches in teaching grammar to Iraqi learners of English Rany Muayad Hussein Aqrawi; Supervisor: Behbud Muhammedzade - Nicosia Cyprus International University 2014 - VII, 99 p. table 30.5 cm CD
Includes CD
CHAPTER ONE 1 INTRODUCTION 1 Bcakground 1 Purpose of the Study 3 Rsearch Question s 3 Research Question 3 Subresearch Questions 3 Significance of the Study 3 The Procedures 4 CHAPTER TWO 6 LITERATURE REVIEW 6 Languages learning 6 What is Grammer? 6 Historical Background of Grammer and Grammer Teaching 7 Theoretical Aproaches to Grammer Teaching 8 Grammer in the Grammer -translation Method 8 Grammar in the Situation Language Teaching 9 Grammar in the Audiolingual Method 10 Grammar in the Communication Language Teaching Method 10 Explicit and implicit grammar instruction 11 Definition of Terms 12 Deductive approach 12 Inductive approach 13 Comparison between Deductive and İnductive approaches 15 Advantages and Disadvantages of Deductive and Inductive approaches 16 Previous Studies on Deductive and Inductive 18 CHAPTER THREE 21 Methdodology 21 The present study 22 Participants 22 Instruments 23 Pre, Post and Delayed Post-Test 23 Instructional pasckets 23 Questionnaire 23 Semi-Structured Interview 24 Procedures 24 Treatment 25 Data Analysis 26 Limitations 27 CHAPTER FOUR 28 DATA ANALYSIS AND DISCUSSION OF THE RESULTS 28 The Present Study 28 Analysis of Data 28 The Result of All Tests 28 The Results of the Pre-Test 29 Comparisons of the Results of the Post-Test 32 Results of the Delayed Post-Test 34 Students' opinions on Deductive and Inductive Instruction in EFL Grammar Classes 36 The Results of the First Question 37 The Results of the Second Question 38 The Results of the Third Question 39 The Results of the Fourth Question 40 The Results of the Fıfth Question 40 The Results of the sixth Question 41 The Results of the seventh Question 42 The Results of the Eight Question 42 The Results of the Ninth Question 43 The Results of the Tenth Question 44 The Results of the Tenth Question 44 The Results of the Twelfth Question 45 Teacher's opinions on Deductive and Inductive Instruction in EFL Grammar Classes 46 Discussion 47 CHAPTER FIVE 48 Conclusion 48 Recommendation for EFL Grammer Education 48 Limitation of the Study and Future Consideration 51 BIBLIOGRAPHY 53
'Abstract This study attempts to look into how effective an inductive approach is in comparison to the deductive approach in the grammer classes of English as a Foreign Language (EFL). The opinions of both the students and tutors concerning the deductive and inductive instructions in their grammar classes are also considered for advanced examination. In this study, the research methods that are applied include; interviews, experimental research and questionnaires, since they contain a mixture of research methods, which assist in collecting adequate data in order to draw a valid conclusion in this research. In the part of experimental, this study looks into the outcomes of both the deductive and inductive instruction in teaching First conditional to 64 Iraqi high school students in two distinct classes. The two clusters of participating learners are subjected to two unlike instructing methods, after which, the effectiveness of the methods are probed and a contrast is made on the achievements from the results obtained from their pre, post and delayed post-tests. In the part of the questionnaire, the opinions of the learners from the different instructional approaches are scrutinized after the treatment. Advanced semi-structured interviews are conducted to four of the English teachers in Iraq, who work for different high schools in order to examine their preference and perceptions on this subject. The results of this research show that the achievement level among the two groups do not provide a figure which is significant statistically; it implies that both methods are effective in teaching the target grammatical structure and also in term of the retention. This is supported by the sequences of comparisons that are done on different features. Additionally, learners have a preference for inductive instructions for the improvement of their instincts, although they deem to be much more appropriate for the deductive instructions, which is a secure perception. Furthermore, tutors have the same opinion that inductive teaching ought to be promoted, so as to benefit learners in the long run. Nonetheless, they have to often use deductive instruction in class because of the rigid system of education examination and curriculum. There is expectation that this research will provide a noteworthy contribution in this field of study on the way to instruct EFL classes in English grammar with much effectiveness and merge both the tutors and learner's belief to the teaching itself in the days to come.'
English grammar
Dil bilim
English language teaching
İngilizce dili öğretimi
A study on deductive and inductive approaches in teaching grammar to Iraqi learners of English Rany Muayad Hussein Aqrawi; Supervisor: Behbud Muhammedzade - Nicosia Cyprus International University 2014 - VII, 99 p. table 30.5 cm CD
Includes CD
CHAPTER ONE 1 INTRODUCTION 1 Bcakground 1 Purpose of the Study 3 Rsearch Question s 3 Research Question 3 Subresearch Questions 3 Significance of the Study 3 The Procedures 4 CHAPTER TWO 6 LITERATURE REVIEW 6 Languages learning 6 What is Grammer? 6 Historical Background of Grammer and Grammer Teaching 7 Theoretical Aproaches to Grammer Teaching 8 Grammer in the Grammer -translation Method 8 Grammar in the Situation Language Teaching 9 Grammar in the Audiolingual Method 10 Grammar in the Communication Language Teaching Method 10 Explicit and implicit grammar instruction 11 Definition of Terms 12 Deductive approach 12 Inductive approach 13 Comparison between Deductive and İnductive approaches 15 Advantages and Disadvantages of Deductive and Inductive approaches 16 Previous Studies on Deductive and Inductive 18 CHAPTER THREE 21 Methdodology 21 The present study 22 Participants 22 Instruments 23 Pre, Post and Delayed Post-Test 23 Instructional pasckets 23 Questionnaire 23 Semi-Structured Interview 24 Procedures 24 Treatment 25 Data Analysis 26 Limitations 27 CHAPTER FOUR 28 DATA ANALYSIS AND DISCUSSION OF THE RESULTS 28 The Present Study 28 Analysis of Data 28 The Result of All Tests 28 The Results of the Pre-Test 29 Comparisons of the Results of the Post-Test 32 Results of the Delayed Post-Test 34 Students' opinions on Deductive and Inductive Instruction in EFL Grammar Classes 36 The Results of the First Question 37 The Results of the Second Question 38 The Results of the Third Question 39 The Results of the Fourth Question 40 The Results of the Fıfth Question 40 The Results of the sixth Question 41 The Results of the seventh Question 42 The Results of the Eight Question 42 The Results of the Ninth Question 43 The Results of the Tenth Question 44 The Results of the Tenth Question 44 The Results of the Twelfth Question 45 Teacher's opinions on Deductive and Inductive Instruction in EFL Grammar Classes 46 Discussion 47 CHAPTER FIVE 48 Conclusion 48 Recommendation for EFL Grammer Education 48 Limitation of the Study and Future Consideration 51 BIBLIOGRAPHY 53
'Abstract This study attempts to look into how effective an inductive approach is in comparison to the deductive approach in the grammer classes of English as a Foreign Language (EFL). The opinions of both the students and tutors concerning the deductive and inductive instructions in their grammar classes are also considered for advanced examination. In this study, the research methods that are applied include; interviews, experimental research and questionnaires, since they contain a mixture of research methods, which assist in collecting adequate data in order to draw a valid conclusion in this research. In the part of experimental, this study looks into the outcomes of both the deductive and inductive instruction in teaching First conditional to 64 Iraqi high school students in two distinct classes. The two clusters of participating learners are subjected to two unlike instructing methods, after which, the effectiveness of the methods are probed and a contrast is made on the achievements from the results obtained from their pre, post and delayed post-tests. In the part of the questionnaire, the opinions of the learners from the different instructional approaches are scrutinized after the treatment. Advanced semi-structured interviews are conducted to four of the English teachers in Iraq, who work for different high schools in order to examine their preference and perceptions on this subject. The results of this research show that the achievement level among the two groups do not provide a figure which is significant statistically; it implies that both methods are effective in teaching the target grammatical structure and also in term of the retention. This is supported by the sequences of comparisons that are done on different features. Additionally, learners have a preference for inductive instructions for the improvement of their instincts, although they deem to be much more appropriate for the deductive instructions, which is a secure perception. Furthermore, tutors have the same opinion that inductive teaching ought to be promoted, so as to benefit learners in the long run. Nonetheless, they have to often use deductive instruction in class because of the rigid system of education examination and curriculum. There is expectation that this research will provide a noteworthy contribution in this field of study on the way to instruct EFL classes in English grammar with much effectiveness and merge both the tutors and learner's belief to the teaching itself in the days to come.'
English grammar
Dil bilim
English language teaching
İngilizce dili öğretimi