Investigating the Effect of Inductive and Deductive Grammar Instruction and Input Enhancement on Iranian EFL Learners’ Grammar Achievement
محورهای موضوعی : Journal of Teaching English Language StudiesMohammad Taghi Hasani 1 , Fariba Tahmaseb pour 2
1 - Imam Hossein University,Tehran
2 - M.A. in TEFL, Alborz Higher Education Institute
کلید واژه: input enhancement, Deductive instruction of grammar, Inductive instruction of grammar, Consciousness Raising, Rule discovery,
چکیده مقاله :
The present study was conducted to investigate the effectiveness of deductive instruction of grammar with input enhancement and without using input enhancement. It also explored the effectiveness of inductive instruction of grammar with input enhancement and without input enhancement among Iranian EFL learners. The participants were female intermediate-level students who were studying English at Language Institutes. They were selected on the basis of administration of a pretest. Eighty intermediate students out of one-hundred and twenty were selected. They were divided into four groups of learners. Then five English tenses including simple present tense, present continuous tense, simple past tense, past continuous tense, present perfect tense were instructed to them during five sessions. The first group members were exposed to deductive teaching of grammatical structures and input enhancement techniques, such as color coding. The second group members were instructed the same materials without input enhancement techniques. The third group members were taught grammatical structures inductively using input enhancement techniques such as color coding during teaching. The participants of the fourth group were taught in the same way but without input enhancement techniques. To fulfill the purpose of the study, a grammar posttest was administrated to the participants to determine their performance on the use of five English Tenses. For analyzing the results, two independent Sample T-tests were used. Based on the mean differences, the results indicated that there was a significant difference between participants who were taught deductively with input enhancement and those who were instructed deductively without input enhancement. In addition, it was found that there is a significant difference between the student who were exposed to inductive teaching through input enhancement and those who were taught inductively without input enhancement. With respect to these findings, it can be concluded that the enhanced groups outperformed the other groups. Moreover, the results showed that input enhancement helped the participants to learn the structures better. Furthermore, inductive teaching of grammar proved to be more beneficial than deductive instruction.
Agiasophiti, Z. (2009). An empirical psycholinguistic investigation of input processing and
Input enhancement in L1 English/L2 German: the acquisition of V2 and accusative case
mqking
Alsadhan, R.O. (2011). Effect of textual enhancement and explicit rule presentation on the
Noticing and acquisition of L2 grammatical structures: A meta-analysis. Colorado State
University.
Batstone, R. (1994). Grammar. Oxford University Press.
Berendse, E. (2012). A comparison between the effectiveness of inductive and deductive
Instruction in the L2 English classroom in a L1 Dutch environment.
Celce-Muricia, M. (1985). Making informed decisions about the role of grammar in language
Teaching. Foreign Language Annuals Vol.18, No.4. 1985.
Dalili, M., Ketabi, S., Cassaian, Z. & Islami Rasekh, A. (2011). The Effect of Textual
Enhancement on System Learning of English Dative Alternation. World Applied sciences
journal 15: 63-69.
Krashen, S.D. & Terrell, T.D. (1983). Natural Approach. Alemany Press.
Murphy, R. & Smalzer, W. R. (2009). Grammar in use intermediate. Cambridge University
Press.
Nahavandi, N., & Mukundan, J. (2013). The Impact of Textual Input Enhancement and Explicit
Rule Presentation on Iranian Elementary EFL Learners’ Intake of Simple Past Tense. English
Language Teaching; Vol. 6, No. 1.
Nell, N. (2011). Investigating the effect of enhanced input on the use of English passive in
Afrikaans-speaking adolescent learners of English as L2. Stellenbosch University.
Presson, N. MacWhinney, B. (2011). Effects of Rule Instruction Versus Stimulus Highlighting
Are They Moderated by Time Pressure in Testing and Training?Carnegie Mellon University.
Rashtchi, M., Gharanli, L. (2010). Noticing through Input Enhancement: Does it Affect
the Learning of Conditionals? Journal of Language and Translation. Vol.1, No. 1.
Schmidt, R.W. (1990). The Role of Consciousness in Second Language learning. The University
of Hawaii at Manoa.
Widodo, H. (2006). Approaches and procedures for teaching grammar. English Teaching
Practice and Critique. Vol.5, No.1.pp. 122-141.
