歸納式教學與演繹式教學對於中學生學習英文動詞時態文法之成效

The Effects of Inductive and Deductive Approaches to Teaching EFL Junior High Students Verb Tenses

陳巧柔(Chiao-Jou Chen)

指導教授 ： 林惠玲

國立中正大學/文學院/英語教學研究所/碩士(2013年)

摘要

本研究探討演繹式教學與歸納式教學對於以英語為外語學習(EFL)的台灣學生學習英語動詞時態的成效影響，以及學生對於其學習歷程的看法。研究參與者為來自於台灣某公立國中兩個班級，共六十位的八年級學生；其中一班接受演繹式教學，另一班則是接受歸納式教學。此研究進行三節教學課程，每節四十五分鐘，主要教學內容為現在簡單式、過去簡單式、未來簡單式。資料蒐集包括前測、後測、延遲後測及問卷調查，測驗結果使用變異數分析和T檢定統計分析，而問卷調查結果以百分比表示。
研究結果顯示，歸納教學組與演繹教學組並無顯著差異，兩種教學法皆有助於英語動詞時態的學習；此外，研究發現歸納教學組的中等程度學生比演繹教學組的同等程度學生有顯著進步。在學生看法方面，多數學生喜歡所接受的教學法，並且認為文法觀念經教學之後變得更加清楚。對於歸納教學組的學生而言，此教學法不僅能夠在學習過程增加樂趣，且能夠幫助他們對文法結構有更深刻的印象。演繹教學組的同學則認為教師的講解能幫助他們更容易理解文法規則，但是部分同學覺得過程較為無趣。本研究證實演繹式教學與歸納式教學所帶來的正面效應，如教師能夠運用此兩種教學法，將對學生在文法學習上有所助益。

關鍵字

演繹式教學 ； 歸納式教學 ； 動詞時態

並列摘要

The study investigated the effects of the traditional deductive instruction and the alternative inductive instruction on Taiwanese EFL students’ learning of verb tenses and students’ perceptions of their learning process. Participants were 60 eighth grade students in two classes in a public junior high school in Taiwan. One class received the deductive instruction while the other class was taught with the inductive instruction. Target structures containing simple present tense, simple past tense, and simple future tense were taught during three 45-minute instructional sessions. Data collected for the study included the scores of pre-test, post-test, and delayed post-test and answers to the open-ended questionnaire. The results of the tests were analyzed by ANOVA and t-test and the results of the questionnaire were shown in percentage.
The findings indicated that there was no significant difference between the inductive and deductive groups, but both teaching approaches were effective for students to learn verb tenses; moreover, medium-level students in the inductive group were found to have more significant progress than students of the same level in the deductive group. In terms of students’ perceptions, most students liked the teaching approach they received, and their grammatical concepts became clearer after the instructions. The inductive group felt that the inductive teaching not only added more fun in the learning process but also helped them to have deeper impression of the grammatical structures; the deductive group thought that the rule explanation from the teacher helped them to understand easily, but some students felt that the process was boring. In conclusion, the study confirmed the positive effects of inductive and deductive approaches. It is beneficial for students’ grammar learning if teachers can implement the two teaching approaches alternatively.

並列關鍵字

verb tenses ； deductive ； inductive

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