초록 열기/닫기 버튼
The present study aims at investigating the effects of two grammar instruction approaches in the development of EFL learners’ grammar knowledge and in learning of four grammar types, along with their perception of the approaches, depending upon their grammar knowledge level. For the study, 88 college students were divided into two groups according to their grammar knowledge. The results were that 1) low-level learners obtained a better result in the deductive approach, but not in the inductive one, while high-level learners failed to show any differences in both approaches; 2) no differences were found between the post-test scores of each grammar type in both approaches, and among the four types, articles were found to be the most difficult one in both approaches, whereas verbs revealed the most largest differences between pre- and post-tests in both approaches; and 3) they showed some similarities and differences in their perception of the benefits and drawbacks of each approach. Teaching implications are discussed.
