INDUCTIVE AND DEDUCTIVE APPROACHES ON GRAMMAR ACQUISITION
- A CASE STUDY IN TAIWAN
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In Taiwan, English education has been incorporated into primary school curriculum for years, and yet the effects of teaching grammar to children still remain unknown to English teachers and researchers. The existing research findings underlined the necessity of exploring the acquisition of English grammar rules by elementary school students. The inductive and deductive approaches for grammar teaching were therefore investigated in this research. The findings suggested that students taught using either approach were capable of comprehending and acquiring the target grammar. However, students in...
In Taiwan, English education has been incorporated
into primary school curriculum for years, and yet
the effects of teaching grammar to children still
remain unknown to English teachers and researchers.
The existing research findings underlined the
necessity of exploring the acquisition of English
grammar rules by elementary school students. The
inductive and deductive approaches for grammar
teaching were therefore investigated in this
research. The findings suggested that students
taught using either approach were capable of
comprehending and acquiring the target grammar.
However, students in the deductive group
significantly outperformed those in the inductive
group. Furthermore, participants in each group
expressed both positive and negative attitudes
toward the instructions.
into primary school curriculum for years, and yet
the effects of teaching grammar to children still
remain unknown to English teachers and researchers.
The existing research findings underlined the
necessity of exploring the acquisition of English
grammar rules by elementary school students. The
inductive and deductive approaches for grammar
teaching were therefore investigated in this
research. The findings suggested that students
taught using either approach were capable of
comprehending and acquiring the target grammar.
However, students in the deductive group
significantly outperformed those in the inductive
group. Furthermore, participants in each group
expressed both positive and negative attitudes
toward the instructions.
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