This study applied both inductive approach and deductive approach with multimedia assistance into an English grammar class on the acquisition of subjunctive mood. It aimed to investigate whether this kind of teaching ...This study applied both inductive approach and deductive approach with multimedia assistance into an English grammar class on the acquisition of subjunctive mood. It aimed to investigate whether this kind of teaching approach, as a general grammar pedagogy, would improve the efficiency of students＇ acquisition of certain grammar points. This study results from comparison and contrast between one same class on the acquisition of subjunctive mood to 70 students in total, employing three different teaching methods： inductive approach with multimedia assistance （method 1）, deductive approach with multimedia assistance （method 2）, and both inductive approach and deductive approach with multimedia assistance （method 3）, based on self-reported reflection on the experiment, observation of students＇ learning process, students＇ pre-test and after-class evaluation test results, and surveys. Two identical experiments were conducted to two groups of students of different levels of language proficiency to increase the generalizability of the results. Findings revealed that the evaluation test score of the grammatical points taught with method 3 is much higher than those taught with the other two methods, and most students felt positive about method 3. Students nevertheless encounter obvious difficulties in inductive approach, indicating certain lack of self-learning skills in Chinese students展开更多
文摘This study applied both inductive approach and deductive approach with multimedia assistance into an English grammar class on the acquisition of subjunctive mood. It aimed to investigate whether this kind of teaching approach, as a general grammar pedagogy, would improve the efficiency of students＇ acquisition of certain grammar points. This study results from comparison and contrast between one same class on the acquisition of subjunctive mood to 70 students in total, employing three different teaching methods： inductive approach with multimedia assistance （method 1）, deductive approach with multimedia assistance （method 2）, and both inductive approach and deductive approach with multimedia assistance （method 3）, based on self-reported reflection on the experiment, observation of students＇ learning process, students＇ pre-test and after-class evaluation test results, and surveys. Two identical experiments were conducted to two groups of students of different levels of language proficiency to increase the generalizability of the results. Findings revealed that the evaluation test score of the grammatical points taught with method 3 is much higher than those taught with the other two methods, and most students felt positive about method 3. Students nevertheless encounter obvious difficulties in inductive approach, indicating certain lack of self-learning skills in Chinese students
