Effects of deductive versus inductive approaches on grammar learning in the eso classroom when teaching comparatives and superlatives in english
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Effects of deductive versus inductive approaches on grammar learning in the eso classroom when teaching comparatives and superlatives in englishAutoria
Tutor/Supervisor; Universitat.Departament
Martí Arnándiz, OtiliaData de publicació
2017-07-19Editor
Universitat Jaume IResum
Since the advent of Communicative Language Teaching in the 1970s, the role of
grammar teaching and its place in language curricula has been constantly downplayed
and even neglected. However, classroom practice is ... [+]
Since the advent of Communicative Language Teaching in the 1970s, the role of
grammar teaching and its place in language curricula has been constantly downplayed
and even neglected. However, classroom practice is still mostly grammar-based and
many European teachers, who agree with the need of teaching under the principles of
CLT, champion and continue using overt and/or traditional grammar teaching
techniques.
The main objective of this study is to consider the effectiveness of two types of
grammar rule-based instruction, deductive versus inductive, in improving the explicit
and/or declarative knowledge of adolescents in the EFL classroom. To accomplish this
purpose we have studied how two groups of students (44 in total) in their second year of
lower secondary education or ESO learned about a grammar point, comparatives and
superlatives in English. While Group 1 received explicit deductive instruction, Group 2
was taught following an inductive approach. Not only did we analyze the results from
the perspective of gains in conscious learning, but we also took into consideration the
affective impact of both treatments.
Generally speaking, findings from the present study show the benefits of both grammar
teaching approaches and point to the fact that inductive grammar instruction, which is
more in tune with communicative language teaching, is not detrimental to attain gains in
declarative knowledge and seems to be more beneficial in terms of students’ satisfaction
and motivation. [-]
Paraules clau / Matèries
Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes | Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas | Master's Degree in Secondary Education, Vocational Training and Language Teaching
Descripció
Treball Final del Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi: SAP419. Curs: 2016-2017
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