Implications of an inductive versus deductive approach to SLA grammar instruction
| Author(s) | Kuder, Emily | |
| Date Accessioned | 2011-03-14T23:53:32Z | |
| Date Available | 2011-03-14T23:53:32Z | |
| Publication Date | 2009 | |
| 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. | en_US |
| Advisor | Zipser, Richard | |
| Degree | M.A. | |
| Department | University of Delaware, Department of Foreign Languages and Literature | |
| URL | http://udspace.udel.edu/handle/19716/5846 | |
| Publisher | University of Delaware | en_US |
| dc.subject.lcsh | Induction (Logic) | |
| dc.subject.lcsh | Logic | |
| dc.subject.lcsh | Language and languages -- Study and teaching | |
| dc.subject.lcsh | Spanish language -- Pronoun -- Study and teaching | |
| Title | Implications of an inductive versus deductive approach to SLA grammar instruction | en_US |
| Type | Thesis | en_US |