연역적ㆍ귀납적 문법교수에서 개별학습자의 학습 스타일이 문법 성취도에 미치는 영향

• 영문명: How individual's learning styles affect grammatical achievement in deductive and inductive grammar instruction
• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: 김규미(Kim Gyoo mi)
• 간행물 정보: 『영어교육연구』제26권 4호, 131~148쪽, 전체 18쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2014.12.30

영문 초록

The effects of grammar instruction have been discussed in the field of language learning and teaching, but the most effective way of teaching grammar is still controversial because every student has different learning styles. The purpose of this study is to investigate the effects of learning styles on deductive and inductive grammar instruction. A total of 103 students who participated in this study were divided into two groups and received different types of grammar instruction. The study identified the students' interaction style and task-approach style and examined whether two types of learning style affected the students' grammatical achievement. The results indicated that students' interaction style significantly affected their achievement, and introverted students got higher scores in deductive instruction while extroverted students showed higher scores in inductive instruction. A task-approach style also affected students' grammatical achievement, and closure-oriented students showed better achievement in deductive instruction. From these results, the study suggests that language teachers need to understand students' learning styles and use appropriate grammar teaching methods. It also recommends that grammar instruction should include various learning activities to allow students to take advantage of their learning styles. Limitations and further research suggestions are also presented.

목차

ABSTRACT

Ⅰ. 서론

Ⅱ. 연구배경 및 선행연구

Ⅲ. 연구 방법

Ⅳ. 연구 결과 및 논의

Ⅴ. 결론

참고문헌

키워드

연역적 문법 교수 귀납적 문법 교수 학습 스타일 형태초점 deductive grammar instruction inductive grammar instruction learning style focus on form