귀납적 접근 방식의 지도가 중학 영문법 학습에 미치는 영향

Abstract

The 7th Curriculum Revision presents a need for focusing grammar as well as communication to acquire both accuracy and fluency when using English. Therefore, this study aims to examine the effectiveness of inductive grammar instruction for middle school students . For the purpose, I carried out a 6-week teaching session with 13 low -level learners. They were selected among the middle school students in a private language school in Busan. The learners were taught grammar using an inductive method. For this study, the passivization, Comparatives, and Superlatives were chosen for grammar teaching. The learners were provided with many picture cues and sufficient example sentences of these grammar categories so that they can find the rules by themselves. Before the grammar teaching started in the first week, the learners took a pretest to check their placement in the given grammar points. In the sixth week when the session was finished, they also took a post-test which was the same as the pretest. Questionnaire surveys were also conducted before and after the grammar teaching to see changes in the learners' attitude toward English class and their anxiety about English grammar. The results of this study are as follows: First, the inductive instruction in the grammar class made positive effects on the learners' grammar scores. In other words, all of them got better results on the post-test than on the pre-test. Second, according to the results of the questionnaire survey, inductive instruction had positive effects on the learners' attitude toward learning English and English grammar. Third, several of the learners mentioned the difficulties in inductive instruction because it was time-consuming and required too much attention. They found it difficult to find the correct rules of certain grammar structures while most of them had a preference for inductive instruction. Consequently, it seems to be certain that many learners prefer participating in and understanding what they learn in class over simply memorizing and being able to sit back in class. However, this study should not be applied to all the different classroom situations. That is, it would be much more desirable to create flexible teaching methods based on variables in learners and their learning content.