AU  - Aqrawi, Rany Muayad Hussein
AU  - Supervisor: Muhammedzadeh, Behbud
TI  - A study on deductive and inductive approaches in teaching grammar to Iraqi learners of English
PY  - 2014///
CY  - Nicosia
PB  - Cyprus International University
KW  - English grammar
KW  - Dil bilim
KW  - English language teaching
KW  - İngilizce dili öğretimi
N1  - 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; 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
N2  - '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.'
ER  -