Relevant bibliographies by topics / Modified inductive and deductive instruction

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Academic literature on the topic 'Modified inductive and deductive instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Modified inductive and deductive instruction"

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김정은. "Teaching Second Language Grammar: Deductive versus Inductive Instruction." English Language Teaching 26, no. 1 (March 2014): 1–20. http://dx.doi.org/10.17936/pkelt.2014.26.1.001.

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Lai, Chun, Xuedan Qi, Chan Lü, and Boning Lyu. "The effectiveness of guided inductive instruction and deductive instruction on semantic radical development in Chinese character processing." Language Teaching Research 24, no. 4 (October 9, 2018): 496–518. http://dx.doi.org/10.1177/1362168818805265.

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This study compared the effectiveness of deductive instruction and guided inductive instruction for developing semantic radical knowledge of Chinese characters. The evaluation was conducted through a quasi-experimental 3-week intervention involving 46 intermediate learners of Chinese as a foreign language (CFL). The results indicated that guided inductive instruction generated significantly greater gains in learners’ use of radical information for radical form-meaning mapping and for Chinese character recognition and inferencing. This study further found that the effectiveness of inductive instruction in strengthening radical form-meaning mapping varied for semantic radicals of different complexity levels. These findings suggest that instructors should apply guided induction in teaching semantic radicals, but also be flexible in varying instruction in response to the complexity of semantic radicals. The findings suggest that the inductive-deductive nature of instruction and the complexity of semantic radicals are important variables to consider in future research on the learning and instruction of Chinese characters.
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Takimoto, Masahiro. "The Effects of Various Kinds of Form-Focused Instruction on Learners' Ability to Comprehend and Produce Polite Requests in English." TESL Canada Journal 26, no. 1 (November 24, 2008): 31. http://dx.doi.org/10.18806/tesl.v26i1.389.

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This study involving 60 Japanese learners of English investigated the effects of various kinds of form-focused instruction on learners' ability to comprehend and produce polite requests in English. Each treatment group received one of the following: (a) deductive instruction; (b) inductive instruction with problem-solving tasks; or (c) inductive instruction with structured input tasks. These tasks all involved explicit input-based instruction and were intended to test for differences in deductive versus inductive treatments. Treatment group performance was compared with that of a control group on a range of input- and output-based pretests, posttests, and follow-up tests. The results indicate that the three treatment groups performed significantly better than the control group, suggesting that in this study explicit input-based instruction was effective both deductively and inductively for learners' comprehension and production of English polite requests. There was also some indication that inductive treatment may be superior in the longer term.
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Glaser, Karen. "The Neglected Combination: A Case for Explicit-Inductive Instruction in Teaching Pragmatics in ESL." TESL Canada Journal 30, no. 7 (February 20, 2014): 150. http://dx.doi.org/10.18806/tesl.v30i7.1158.

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A substantial part of interlanguage pragmatics (ILP) research has contrasted ex- plicit and implicit teaching designs, generally finding that explicit approaches— those featuring metapragmatic rule provision—are more effective than their implicit counterparts, which are characterized by the absence of metapragmatic information. A second dichotomy used to characterize instructional designs, that of deductive vs. inductive approaches, has received somewhat less attention. Con- cerned with the sequencing of the instruction rather than the criterion of whether or not to provide rules, this concerns the question of whether to choose (deductive) rules or (inductive) language use as the starting point of the instruction. Although the two dichotomies are interrelated, they are often unjustifiably merged, with the labels deductive and explicit, on the one hand, and inductive and implicit, on the other, being used interchangeably. This article illustrates the reasons for this oversimplification and argues that the resulting focus on the contrast of explicit-deductive and implicit-inductive designs has led to overlooking a third possible constellation: the explicit-inductive framework. Adopting a classroom perspective, the article further attempts to point out the advantages that this neglected combination can have for the teaching and learning of pragmatics in ESL.
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Glaser, Karen. "News from the pragmatics classroom: Contrasting the inductive and the deductive approach in the teaching of pragmatic competence." Intercultural Pragmatics 13, no. 4 (November 1, 2016): 529–61. http://dx.doi.org/10.1515/ip-2016-0023.

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Abstract While the role of pragmatic skills in a foreign or second language has been receiving increased attention both from a research and a language teaching perspective, there is still a lamentable scarcity of systematic empirical studies into the effectiveness of instructional methods in the teaching of pragmatics. Addressing this research gap, this article reports about a quasi-experimental study into possible differences between an explicit-inductive and an explicit-deductive instructional approach in the teaching of pragmatic skills in English as a Foreign Language (EFL), more specifically the teaching of offer refusals to 49 advanced adult EFL learners in Germany. The instruction consisted of three 90-minute lessons, which were spread out over the duration of a 15-week academic semester and designed according to the deductive principle and the inductive principle, respectively. While the deductive group was provided with metapragmatic rules directly at the beginning of the instruction, the inductive group only encountered such rules after engaging in language use and guided discovery. Production data was elicited by means of DCTs and role play in a pretest-posttest format. Effectiveness of instruction was operationalized by means of two indicators: Indicator 1 measured the increased usage of the strategies taught in class, while indicator 2 measured the approximation to a native speaker target. The results indicate that the gains in the inductive group surpassed those in the deductive group, suggesting that when situated within the explicit framework, inductive instruction is more effective in the teaching of pragmatic skills.
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Shahzad, Shumaila, Syeda Samina Tahira, and Shamaiela Mehboob Farooqi. "Effect of Inductive Grammar Instruction on The Achievement of Elementary School Students." Global Social Sciences Review V, no. II (June 30, 2020): 221–29. http://dx.doi.org/10.31703/gssr.2020(v-ii).21.

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Key objectives of the study are to (1) determine the effectiveness of the inductive method in augmenting the students achievement in English grammar and (2) compare the perceptions of students in the experimental group (whom intervention of inductive method was given) and control group (who were taught through traditional, i.e. deductive process) regarding teaching methods used for them. Following quasi-experimental design termed as a pretest, post-test control group, two sections of class 8th with 30 students constituted the sample. A 53 items achievement test was used for pre and post-test. The experimental group was exposed to an intervention of teaching tenses through inductive method for 34 days. Meanwhile, the deductive method was used for the control group. Lastly, a 16 items questionnaire was employed to figure out students perceptions. Findings of the intervention study substantiated the usefulness of the inductive method for teaching English grammar. The descriptive study exposed the inductive method as more effective, enjoyable, motivating, exciting and interactive.
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Male, Hendrikus. "UNDERSTANDING INDUCTIVE AND DEDUCTIVE APPROACHES IN TEACHING GRAMMAR IN EFL CONTEXT." Jurnal Dinamika Pendidikan 9, no. 1 (April 1, 2016): 19. http://dx.doi.org/10.33541/jdp.v9i1.135.

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Giving instruction for a language class specifically a grammar class can be a problematic issue of controversy in EFL context for non native speaker (NNS) teacher due to the lack of approach or strategies implementation and the language problem faced in the teaching and learning process. The primary aim of this article is to provide some insight for teachers when conducting or giving instruction to the teaching of English grammar. It also highlights that in giving instruction, combining deductive and inductive approaches can be beneficial for teachers or faculties who are teaching English grammar in the setting of EFL context. Hence, they have to vary the strategies whether it should be extensive or intensive as suggested by Hinkel (2006) in which it might be one of the technique that can be put into account and applied in order to make the teaching of grammar more effective and efficient.Keywords : EFL context, deductive and inductive approaches
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Maryanto, Allesius. "The Effectiveness of Inductive and Deductive Strategies to Improve Motivation and Achievement in Learning Science of Junior High School Students." Journal of Science Education Research 3, no. 1 (October 22, 2019): 1–10. http://dx.doi.org/10.21831/jser.v3i1.27296.

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This study aimed to determine the effectiveness of teaching using the inductive and deductive strategies on the improvement of learning achievement and motivation students. This study was a quasi-experimental study, involved all students of class IX of SMPN 2 Sentolo, Kulonprogo in the academic year of 2010/2011. Sample was established using the purposive sampling technique, two science classes each of 32 students were taught using the inductive and deductive strategy. The data were gathered using a pretest and posttest. The students’ achievement was measured using a multiple choice test and their motivation were measured using a questionnaire and observation sheets. The results show that: (1) there is a difference of science instruction through deductive and inductive strategies on improving learning achievement, which is supported by Independent Samples Test in the t-test column for Equality of Means, score value of sig. (2 tailed) is 0,026; (2) there is no differences of deductive and inductive strategies on improving students’ motivation, which is supported by t-test column for Equality of Means, score value of sig. (2 tailed) is 0,153; (3) there is a significant correlation of motivation on learning science and science achievement, which is shown by the value of coefficient of correlation 0,736.
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Smart, Jonathan. "The role of guided induction in paper-based data-driven learning." ReCALL 26, no. 2 (February 19, 2014): 184–201. http://dx.doi.org/10.1017/s0958344014000081.

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AbstractThis study examines the role of guided induction as an instructional approach in paper-based data-driven learning (DDL) in the context of an ESL grammar course during an intensive English program at an American public university. Specifically, it examines whether corpus-informed grammar instruction is more effective through inductive, data-driven learning or through traditional deductive instruction. In the study, 49 participants completed two weeks of ESL grammar instruction on the passive voice in English. The learners participated in one of three instructional treatments: a data-driven learning treatment, a deductive instructional treatment using corpus-informed teaching materials, and a deductive instructional treatment using traditional (i.e., non-corpus-informed) materials. Results from pre-test, post-test, and delayed post-test indicated that the DDL group significantly improved their grammar ability with the passive voice, while the other two treatment groups did not show significant gains. The findings from this study suggest that in this learning context there are measurable benefits to teaching ESL grammar inductively using paper-based DDL.
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김규미. "How individual’s learning styles affect grammatical achievement in deductive and inductive grammar instruction." English Language Teaching 26, no. 4 (December 2014): 131–48. http://dx.doi.org/10.17936/pkelt.2014.26.4.007.

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Dissertations / Theses on the topic "Modified inductive and deductive instruction"

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Eriksson, Linda. "The Effectiveness of Modified Inductive Versus Deductive Teaching : A case study on word order amongst a group of English as a foreign language learners." Thesis, Umeå universitet, Institutionen för språkstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-90180.

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This study aims at investigating the effectiveness of modified inductive learning compared with deductive learning of English grammar among foreign language students. In order to achieve this purpose, two classes in Year Nine in a secondary school in Sweden were taught using the two different methods. An initial grammar test determined that the students struggled with word order, which as a result was chosen as the area to teach. A pre-test/post-test-design was used to examine the effect of the two methods, and compared with a control group. The results reveal that the inductive method should be favoured overall, but suggests that the deductive method may produce significantly better results among weaker students.
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Glaser, Karen. "News from the pragmatics classroom: Contrasting the inductive and the deductive approach in the teaching of pragmatic competence." De Gruyter, 2016. https://ul.qucosa.de/id/qucosa%3A21364.

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While the role of pragmatic skills in a foreign or second language has been receiving increased attention both from a research and a language teaching perspective, there is still a lamentable scarcity of systematic empirical studies into the effectiveness of instructional methods in the teaching of pragmatics. Addressing this research gap, this article reports about a quasi-experimental study into possible differences between an explicit-inductive and an explicitdeductive instructional approach in the teaching of pragmatic skills in English as a Foreign Language (EFL), more specifically the teaching of offer refusals to 49 advanced adult EFL learners in Germany. The instruction consisted of three 90-minute lessons, which were spread out over the duration of a 15-week academic semester and designed according to the deductive principle and the inductive principle, respectively. While the deductive group was provided with metapragmatic rules directly at the beginning of the instruction, the inductive group only encountered such rules after engaging in language use and guided discovery. Production data was elicited by means of DCTs and role play in a pretest-posttest format. Effectiveness of instruction was operationalized by means of two indicators: Indicator 1 measured the increased usage of the strategies taught in class, while indicator 2 measured the approximation to a native speaker target. The results indicate that the gains in the inductive group surpassed those in the deductive group, suggesting that when situated within the explicit framework, inductive instruction is more effective in the teaching of pragmatic skills.
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Yang, Chien-Hui, and 楊千慧. "The Effects of Inductive and Deductive Grammar Instruction: A Comparative Analysis." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/02036011070303936395.

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碩士
國立東華大學
英美語文學系
101
The purpose of the study was to investigate the effectiveness of the two grammar approaches (inductive instruction and deductive instruction) on grammar achievement tests and students’ attitudes toward grammar lessons. A pre-test and post-test quasi-experimental design was used for this study. The participants were 61 fourth-grade students in two classes. This experiment was conducted for 8 weeks. The independent variables were two grammar approaches - the deductive approach (thirty students in the comparison group) and the inductive approach (thirty-one students in the experimental group). The dependent variables were grammar achievement tests and the students’ attitudes toward learning grammar. A t-test was employed to examine whether there is a difference between the two research groups on the dependent variables. In addition, post-study interviews were conducted to reveal student perspectives on the two approaches. First, the results of the grammar achievement tests indicated that there was no significant difference between the two groups. The results of the grammar achievement tests also indicated there was no significant difference between low, middle, and high achievers taught under the two different approaches. These results were not statistically significant; however, the gains in the deductive group’s test scores were higher than in the inductive group. Second, the results of student attitudes toward learning grammar indicated that there is a significant difference in some items between the two groups. There is also a significant difference in attitudes toward learning grammar among low, middle, and high student achievers in the two groups. Besides, classroom observation revealed that the effectiveness of the two approaches varied among different grammar topics. These results are included herein to benefit further research projects. Moreover, all interviewees had a positive attitude toward computer-assisted grammar instruction. This is a crucial finding that suggests researchers should develop additional computer-assisted grammar instructional materials.
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Huang, Liang-chi, and 黃亮錡. "A Study of Deductive versus Inductive Grammar Instruction of Simple Past Tense for 6th Grade EFL Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/37685229130331945931.

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碩士
國立臺北教育大學
兒童英語教育學系碩士班
102
The purpose of the present study was to investigate the effects and 6th grade EFL learners’ perceptions of deductive and inductive instruction on the learning of English simple past tense. Two intact classes, 96 participants, were randomly assigned to a deductive grammar teaching class and an inductive grammar teaching class. The deductive group (n=48) was given explicit explanation of simple past tense grammar rules, while the inductive group (n=48) received no explicit explanation of the rules, but dialogues, readings and sentence examples of simple past tense where they figure out the past tense patterns on their own. A quasi-experiment design was used, and data was collected using a background information questionnaire, two pre-tests before the intervention, a post-test immediately after 9 weeks of instruction, a delayed post-test approximately one month after the instruction, and a post-learning questionnaire. The analyses of results suggested that there was no statistically significant difference between the groups in terms of their post grammar test, indicating that students progressed under both types of grammar instruction. However, a closer look comparing the test scores of high and low achieving students across groups showed that there was a significant difference between high achievers taught under the two different approaches while no significant difference was found for the low achieving students. On the delayed post-test, the inductive group outperformed the deductive group, and there were also significant differences for both low and high achievers across groups. The participants in the inductive group had stronger delayed recall ability as compared to students receiving deductive grammar instruction. As for the participants’ perceptions of the grammar instruction, a majority of participants were positive about the grammar instruction they received with, the inductive group rated their experience significantly more positive than the deductive group.
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Chang, Ting Yu, and 張婷羽. "The effects of inductive-explicit and deductive-explicit form-focused instruction on L2 pragmatic production and retention: The case of teaching English requests." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/epmz78.

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Book chapters on the topic "Modified inductive and deductive instruction"

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Krulatz, Anna. "Understanding Language in Context." In Advances in Linguistics and Communication Studies, 205–22. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8467-4.ch008.

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This chapter focuses on the key concepts in the study of pragmatics, including pragmatic competence, different types of meaning (abstract meaning, contextual meaning, and force of an utterance), the cooperative principle and four conversational maxims, as well as politeness and the concept of face (positive and negative). The chapter gives some examples of cross-cultural differences in pragmatic norms to justify the importance of teaching pragmatics in a language classroom, touching briefly on the development of pragmatic skills in a second or foreign language. It then explores different approaches to pragmatics instruction, including raising awareness about pragmatic norms in the target language through deductive and inductive tasks, presenting grammatical structures jointly with their pragmatic functions, and integrating pragmatics with content-based instruction.
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Floyd, Rachel, and Jill Castek. "Academic, Emotional, and Social Growth in the Second Language Classroom." In Advances in Early Childhood and K-12 Education, 163–88. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4906-3.ch008.

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This study sought to understand the relationships between socioemotional learning (SEL), second language learning, and digital literacies, and specifically addresses multimodal instruction and composition. Twenty-two students in an intermediate high school French classroom were asked to read an authentic francophone novel and take on one character's persona by creating an Instagram post that reflected that character's viewpoint. Students shared their posts with the class, discussed connections to the novel, and reflected on their composition process. Three data sources were iteratively coded using inductive and deductive methods. The Four Resources Model was adapted for this activity and framed the analysis. Students showed evidence of humor and empathy which led to decreased language anxiety and improved socioemotional learning. The use of an authentic text and the integration of commonly used, real-world social media tools encouraged SEL and helped lower language anxiety. Recommendations and implications for instruction are discussed.
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"• Outlining methods of legal reasoning (such as the use of inductive, deductive and abductive reasoning and reasoning by analogy) and describe how these inform strategies for argument construction. • Discussing in detail the relationship between propositions building an argument and proofs supporting propositions. (This is particularly accomplished by considering in detail a modified Wigmore Chart Method. A fact analysis process that is instructive at the level of argument construction.) Argument concerns not only laying out facts and rules, it also involves aspects of persuasion, and determination of where the weight lies in opposing arguments. Assessors in the court, judges or jurors, decide whether an argument is strong or weak, proved or unproved. In the final analysis, how does the court, or how does anyone, decide the criteria for the evaluation of an argument? Evaluation cannot be solely guided by rules. Ultimately, argument construction is also a personal thing. Different people will take different routes to evidence, and relate the evidence differently to the issues. Much depends upon an individual’s ability to both imagine and reason; to imagine doubts, as well as links in proof. Nothing exists in the realm of methods to tell anyone what a strong link may be. We may be excellent at the processes of transmitting, storing and retrieving facts and information but we do not have similarly developed skills of obtaining defensible conclusions from these facts and this information. 7.2 LEARNING OUTCOMES By the end of this chapter, readers should: • be able to define an argument and distinguish between the general meanings of argument and legal argument; • understand the relationship between the diagnosis of problems and the construction of rules to solve problems; • understand the difference between fact analysis and legal analysis and the connections between these activities; • be able to basically define and then differentiate between inductive, deductive and abductive reasoning; • be aware of the need to develop critical thinking; • understand the way in which an argument relies on factual analysis, legal reasoning, persuasion and critical thinking; • be able to note the connections between language and argument; • be able to construct a modified Wigmore Chart and apply it. To be able to construct a competent argument in relation to a legal problem to be solved according to rules of legal reasoning acceptable within the English legal system; • be able to construct a competent critical argument relating to theoretical aspects of the study of law." In Legal Method and Reasoning, 211. Routledge-Cavendish, 2012. http://dx.doi.org/10.4324/9781843145103-156.

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"10.3 The modified chart as used in this book This book uses aspects of Anderson and Twining’s modification of the Wigmore Chart Method to demonstrate how propositions, evidence supporting propositions, and relationship between propositions work together with forms of deductive and inductive legal reasoning to allow outcomes to be reached in relation to factual and legal analysis. Further, it allows a demonstration of the ways in which critical thinking applied to the outcome of such factual and legal analysis allows competent and valid conclusions to be reached which can be on either side of an argument (for or against a specific party). This book has in fact narrowed the symbols used and the information placed on the chart. These changes are as follows: (a) The chart is only constructed for one party at a time. One symbol is used to denote all additions to the chart, a circle. (b) The chart therefore shows less information but remains useful. The range of symbols used in this book for its adaptation of the Wigmore Chart Method are as set out in Figure 7.27, below. Figure: 7.27: symbols used for the adapted and modified Wigmore Chart." In Legal Method and Reasoning, 250. Routledge-Cavendish, 2012. http://dx.doi.org/10.4324/9781843145103-194.

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