Implications of an inductive versus deductive approach to SLA grammar instruction
Date
2009
Authors
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Journal ISSN
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Publisher
University of Delaware
Abstract
While there is generally great interest in how languages are learned in the
modern classroom, the question arises as to what type of grammar instruction is most
effective. This study examines the outcome of a deductive versus an inductive lesson
teaching direct object pronouns in Spanish to 44 college-aged participants in two
separate intermediate classes. The two groups of students were exposed to the
opposing methods of instruction, then evaluated on their level of acquisition of the
grammar structure in question using identical assessment measures. Feedback was
solicited from the students following the lesson. The results of the study indicate that
there was a slightly higher level of achievement as well as a higher level of
satisfaction in the group exposed to the inductive lesson in comparison to the group
exposed to the deductive lesson. Although this difference was not found to be
statistically significant, it suggests that the inductive approach may have a more
positive effect on learners than the traditional deductive approach.