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Teaching Grammar Through Cultural Pr...

Vogel, Severine P.

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Teaching Grammar Through Cultural Presentations: Investigating the Effects of a Guided Inductive and a Deductive Approach on the Learning of Grammar and Culture in Intermediate-Level College French.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teaching Grammar Through Cultural Presentations: Investigating the Effects of a Guided Inductive and a Deductive Approach on the Learning of Grammar and Culture in Intermediate-Level College French./
作者:	Vogel, Severine P.
面頁冊數:	259 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: 1283.
Contained By:	Dissertation Abstracts International72-04A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3443713
ISBN:	9781124491066

Teaching Grammar Through Cultural Presentations: Investigating the Effects of a Guided Inductive and a Deductive Approach on the Learning of Grammar and Culture in Intermediate-Level College French.
Vogel, Severine P.

Teaching Grammar Through Cultural Presentations: Investigating the Effects of a Guided Inductive and a Deductive Approach on the Learning of Grammar and Culture in Intermediate-Level College French. - 259 p.

Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: 1283.

Thesis (Ph.D.)--Emory University, 2010.

This study was designed to integrate culture into the teaching of grammar in an intermediate-level French course. It focused on eight grammatical structures taught via eight cultural topics. The purpose of this research was to investigate whether a guided inductive or a deductive instructional approach most effectively promoted the learning of the targeted forms as well as grammatical accuracy in writing tasks. The study also examined whether a guided inductive or a deductive approach that presented grammar in a cultural context would affect the retention of culture. Through a within-subjects design, this study compared the effects of a guided inductive approach (Adair-Hauck, Donato & Cumo-Johanssen, 2005; Herron & Tomasello, 1992) and a traditional deductive approach on students' short and long-term learning of grammatical structures and retention of cultural information. A secondary goal was to investigate students' preferences for each instructional approach, as well as their opinions regarding the integration of culture into grammar lessons.

ISBN: 9781124491066Subjects--Topical Terms:

1018115
Education, Language and Literature.

Teaching Grammar Through Cultural Presentations: Investigating the Effects of a Guided Inductive and a Deductive Approach on the Learning of Grammar and Culture in Intermediate-Level College French.
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245 1 0 $a Teaching Grammar Through Cultural Presentations: Investigating the Effects of a Guided Inductive and a Deductive Approach on the Learning of Grammar and Culture in Intermediate-Level College French.
300 $a 259 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: 1283.
500 $a Adviser: Carol Herron.
502 $a Thesis (Ph.D.)--Emory University, 2010.
520 $a This study was designed to integrate culture into the teaching of grammar in an intermediate-level French course. It focused on eight grammatical structures taught via eight cultural topics. The purpose of this research was to investigate whether a guided inductive or a deductive instructional approach most effectively promoted the learning of the targeted forms as well as grammatical accuracy in writing tasks. The study also examined whether a guided inductive or a deductive approach that presented grammar in a cultural context would affect the retention of culture. Through a within-subjects design, this study compared the effects of a guided inductive approach (Adair-Hauck, Donato & Cumo-Johanssen, 2005; Herron & Tomasello, 1992) and a traditional deductive approach on students' short and long-term learning of grammatical structures and retention of cultural information. A secondary goal was to investigate students' preferences for each instructional approach, as well as their opinions regarding the integration of culture into grammar lessons.
520 $a The effects of the approaches on students' grammar performances were measured through a grammar pretest, immediate post-treatment tests, writing tasks, and a delayed posttest. Students' retention of culture was assessed via immediate post-treatment tests and a pretest/posttest comparison. Relationships between instructional preferences and performances were examined. The participants were 25 students enrolled in a third-semester French course. Findings indicated a significantly greater effect of the guided inductive approach on students' immediate grammar performances. Long-term analyses showed a significant improvement of grammar knowledge over time in both treatment conditions. Analyses of the culture pre/posttest indicated a significant improvement in cultural knowledge over time, but no interaction effect. A majority of students stated a preference for the deductive approach. No significant relationship between students' preference and performances were found. A majority of students enjoyed learning grammar in a cultural context, although several expressed feelings of cognitive overload. The results of this study suggested that culture could be integrated into the study of grammar. They indicated that a collaborative approach to constructing rule explanations could benefit intermediate-level students' learning of grammar. Active involvement and hypothesis testing can lead to increased grammar performance in a foreign language classroom.
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790 1 0 $a Engelhard, George J. $e committee member
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