| 000 | 06886na a2201117 4500 | ||
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| 001 | 233321 | ||
| 003 | koha_MIRAKIL | ||
| 005 | 20221226090135.0 | ||
| 008 | 190118b tu 000 0 | ||
| 040 |
_aCY-NiCIU _btur _cCY-NiCIU _erda |
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| 041 | _aeng | ||
| 090 |
_aYL 383 _bA77 2014 |
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| 100 | _aAqrawi, Rany Muayad Hussein | ||
| 245 |
_aA study on deductive and inductive approaches in teaching grammar to Iraqi learners of English _cRany Muayad Hussein Aqrawi; Supervisor: Behbud Muhammedzade |
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| 260 |
_aNicosia _bCyprus International University _c2014 |
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| 300 |
_aVII, 99 p. _btable _c30.5 cm _eCD |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 500 | _3Includes CD | ||
| 520 | _a'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.' | ||
| 650 | _aEnglish grammar | ||
| 650 | _aDil bilim | ||
| 650 | _aEnglish language teaching | ||
| 650 | _aİngilizce dili öğretimi | ||
| 700 |
_aSupervisor: Muhammedzadeh, Behbud _91656 |
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| 942 |
_2ddc _cTS |
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| 505 | 1 |
_g1 _tCHAPTER ONE |
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| 505 | 1 |
_g1 _tINTRODUCTION |
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| 505 | 1 |
_g1 _tBcakground |
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| 505 | 1 |
_g3 _tPurpose of the Study |
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| 505 | 1 |
_g3 _tRsearch Question s |
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| 505 | 1 |
_g3 _tResearch Question |
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| 505 | 1 |
_g3 _tSubresearch Questions |
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| 505 | 1 |
_g3 _tSignificance of the Study |
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| 505 | 1 |
_g4 _tThe Procedures |
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| 505 | 1 |
_g6 _tCHAPTER TWO |
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| 505 | 1 |
_g6 _tLITERATURE REVIEW |
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| 505 | 1 |
_g6 _tLanguages learning |
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| 505 | 1 |
_g6 _tWhat is Grammer? |
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| 505 | 1 |
_g7 _tHistorical Background of Grammer and Grammer Teaching |
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| 505 | 1 |
_g8 _tTheoretical Aproaches to Grammer Teaching |
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| 505 | 1 |
_g8 _tGrammer in the Grammer -translation Method |
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| 505 | 1 |
_g9 _tGrammar in the Situation Language Teaching |
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| 505 | 1 |
_g10 _tGrammar in the Audiolingual Method |
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| 505 | 1 |
_g10 _tGrammar in the Communication Language Teaching Method |
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| 505 | 1 |
_g11 _tExplicit and implicit grammar instruction |
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| 505 | 1 |
_g12 _tDefinition of Terms |
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| 505 | 1 |
_g12 _tDeductive approach |
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| 505 | 1 |
_g13 _tInductive approach |
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| 505 | 1 |
_g15 _tComparison between Deductive and İnductive approaches |
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| 505 | 1 |
_g16 _tAdvantages and Disadvantages of Deductive and Inductive approaches |
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| 505 | 1 |
_g18 _tPrevious Studies on Deductive and Inductive |
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| 505 | 1 |
_g21 _tCHAPTER THREE |
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| 505 | 1 |
_g21 _tMethdodology |
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| 505 | 1 |
_g22 _tThe present study |
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| 505 | 1 |
_g22 _tParticipants |
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| 505 | 1 |
_g23 _tInstruments |
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| 505 | 1 |
_g23 _tPre, Post and Delayed Post-Test |
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| 505 | 1 |
_g23 _tInstructional pasckets |
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| 505 | 1 |
_g23 _tQuestionnaire |
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| 505 | 1 |
_g24 _tSemi-Structured Interview |
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| 505 | 1 |
_g24 _tProcedures |
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| 505 | 1 |
_g25 _tTreatment |
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| 505 | 1 |
_g26 _tData Analysis |
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| 505 | 1 |
_g27 _tLimitations |
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| 505 | 1 |
_g28 _tCHAPTER FOUR |
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| 505 | 1 |
_g28 _tDATA ANALYSIS AND DISCUSSION OF THE RESULTS |
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| 505 | 1 |
_g28 _tThe Present Study |
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| 505 | 1 |
_g28 _tAnalysis of Data |
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| 505 | 1 |
_g28 _tThe Result of All Tests |
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| 505 | 1 |
_g29 _tThe Results of the Pre-Test |
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| 505 | 1 |
_g32 _tComparisons of the Results of the Post-Test |
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| 505 | 1 |
_g34 _tResults of the Delayed Post-Test |
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| 505 | 1 |
_g36 _tStudents' opinions on Deductive and Inductive Instruction in EFL Grammar Classes |
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| 505 | 1 |
_g37 _tThe Results of the First Question |
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| 505 | 1 |
_g38 _tThe Results of the Second Question |
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| 505 | 1 |
_g39 _tThe Results of the Third Question |
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| 505 | 1 |
_g40 _tThe Results of the Fourth Question |
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| 505 | 1 |
_g40 _tThe Results of the Fıfth Question |
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| 505 | 1 |
_g41 _tThe Results of the sixth Question |
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| 505 | 1 |
_g42 _tThe Results of the seventh Question |
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| 505 | 1 |
_g42 _tThe Results of the Eight Question |
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| 505 | 1 |
_g43 _tThe Results of the Ninth Question |
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| 505 | 1 |
_g44 _tThe Results of the Tenth Question |
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| 505 | 1 |
_g44 _tThe Results of the Tenth Question |
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| 505 | 1 |
_g45 _tThe Results of the Twelfth Question |
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| 505 | 1 |
_g46 _tTeacher's opinions on Deductive and Inductive Instruction in EFL Grammar Classes |
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| 505 | 1 |
_g47 _tDiscussion |
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| 505 | 1 |
_g48 _tCHAPTER FIVE |
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| 505 | 1 |
_g48 _tConclusion |
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| 505 | 1 |
_g48 _tRecommendation for EFL Grammer Education |
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| 505 | 1 |
_g51 _tLimitation of the Study and Future Consideration |
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| 505 | 1 |
_g53 _tBIBLIOGRAPHY |
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| 999 |
_c429 _d429 |
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