Normal görünüm MARC görünümü ISBD görünümü

A study on deductive and inductive approaches in teaching grammar to Iraqi learners of English Rany Muayad Hussein Aqrawi; Supervisor: Behbud Muhammedzade

Yazar:

Aqrawi, Rany Muayad Hussein

Katkıda bulunan(lar):

Supervisor: Muhammedzadeh, Behbud

Dil: İngilizce Yayın ayrıntıları:Nicosia Cyprus International University 2014Tanım: VII, 99 p. table 30.5 cm CDİçerik türü:

text

Ortam türü:

unmediated

Taşıyıcı türü:

volume

Konu(lar):

Eksik içerik

1 CHAPTER ONE

1 INTRODUCTION

1 Bcakground

3 Purpose of the Study

3 Rsearch Question s

3 Research Question

3 Subresearch Questions

3 Significance of the Study

4 The Procedures

6 CHAPTER TWO

6 LITERATURE REVIEW

6 Languages learning

6 What is Grammer?

7 Historical Background of Grammer and Grammer Teaching

8 Theoretical Aproaches to Grammer Teaching

8 Grammer in the Grammer -translation Method

9 Grammar in the Situation Language Teaching

10 Grammar in the Audiolingual Method

10 Grammar in the Communication Language Teaching Method

11 Explicit and implicit grammar instruction

12 Definition of Terms

12 Deductive approach

13 Inductive approach

15 Comparison between Deductive and İnductive approaches

16 Advantages and Disadvantages of Deductive and Inductive approaches

18 Previous Studies on Deductive and Inductive

21 CHAPTER THREE

21 Methdodology

22 The present study

22 Participants

23 Instruments

23 Pre, Post and Delayed Post-Test

23 Instructional pasckets

23 Questionnaire

24 Semi-Structured Interview

24 Procedures

25 Treatment

26 Data Analysis

27 Limitations

28 CHAPTER FOUR

28 DATA ANALYSIS AND DISCUSSION OF THE RESULTS

28 The Present Study

28 Analysis of Data

28 The Result of All Tests

29 The Results of the Pre-Test

32 Comparisons of the Results of the Post-Test

34 Results of the Delayed Post-Test

36 Students' opinions on Deductive and Inductive Instruction in EFL Grammar Classes

37 The Results of the First Question

38 The Results of the Second Question

39 The Results of the Third Question

40 The Results of the Fourth Question

40 The Results of the Fıfth Question

41 The Results of the sixth Question

42 The Results of the seventh Question

42 The Results of the Eight Question

43 The Results of the Ninth Question

44 The Results of the Tenth Question

45 The Results of the Twelfth Question

46 Teacher's opinions on Deductive and Inductive Instruction in EFL Grammar Classes

47 Discussion

48 CHAPTER FIVE

48 Conclusion

48 Recommendation for EFL Grammer Education

51 Limitation of the Study and Future Consideration

53 BIBLIOGRAPHY

Özet: '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.'

Materyal türü:

Thesis

Mevcut ( 1 )
Başlık notları ( 69 )

Mevcut
Materyal türü	Geçerli Kütüphane	Koleksiyon	Yer Numarası	Durum	Notlar	İade tarihi	Barkod	Materyal Ayırtmaları
Thesis	CIU LIBRARY Tez Koleksiyonu	Tez Koleksiyonu	YL 383 A77 2014 (Rafa gözat(Aşağıda açılır))	Kullanılabilir	English Language Teaching Department		T419

Toplam ayırtılanlar: 0

CIU LIBRARY raflarına göz atılıyor, Raftaki konumu: Tez Koleksiyonu, Koleksiyon: Tez Koleksiyonu Raf tarayıcısını kapatın(Raf tarayıcısını kapatır)

Önceki	Kullanılabilir kapak resmi yok	Kullanılabilir kapak resmi yok	Kullanılabilir kapak resmi yok	Kullanılabilir kapak resmi yok	Kullanılabilir kapak resmi yok	Kullanılabilir kapak resmi yok	Kullanılabilir kapak resmi yok	Sonraki
Önceki	YL 380 T67 2007 A general approach for crisis and crisis management in business enterprises	YL 381 K27 2008 Qualitative survey of packaging in diary products industry and the feasibility of the Turkish foodstuff codex criteria: Case study of Sakıpağa dairy incorporated	YL 382 K97 2006 A research about november 2000 and february 2001 Crises in Turkey	YL 383 A77 2014 A study on deductive and inductive approaches in teaching grammar to Iraqi learners of English	YL 384 S25 2014 Impact of workforce diversity on a business organization's non-financial performance, with moderation by leadership style and perceived organizational support	YL 385 W27 2014 Identifying the "Local" in a globalized world An analysis of Southern African hip hop music and its appropriation of American rap	YL 386 M97 2014 An investigation into the vocabulary teaching techniques used by Iraqi teachers of English in line with book 11th, Sunrise series	Sonraki

Includes CD

'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.'