The effectiveness of deductive, inductive, implicit and incidental grammatical instruction in second language classrooms

Assessing the effect of focused direct and focused indirect written corrective feedback on explicit and implicit knowledge of language learners

“…Krashen believes in this position arguing that explicit and implicit knowledge are distinct. Based on Krashen's no interface hypothesis, simple structures can be taught explicitly but complex structures cannot be taught explicitly and therefore can only be acquired implicitly Tammenga-Helmantel, Arends, & Canrinus, 2014). -The weak interface position: the transfer is possible under certain circumstances, such as when learner is psycholinguistically ready according to the developmental stage.…”

The Effectiveness of Using a Deductive-Cum-Process Writing Process Approach to Teach Tone Formality

“…Also, the finding derived from this present study that the deductive approach helped students achieve higher scores than did the inductive approach was consistent with the findings that higher post-test scores were achieved for both students taught with the deductive approach at university and school levels (Erlam, 2005;Robinson, 1996;Rosa & O'Neill, 1999). Some studies, however, found students taught with the explicit inductive approach scored higher marks in the post-test (e.g., Alzubi, 2015;Jong-Won, 2007;Qi & Lai, 2017;Tammenga-Helmantel, capabilities of learners and the subject matter being taught.…”

“…In addition to theoretical concepts concerning what constitutes deductive and inductive approaches, there have also been empirical research studies investigating the pedagogical effects of the two approaches. The explicit inductive approach was found to be more effective in raising post-test scores than did the deductive approach for both university and high school levels ((Alzubi, 2015;Jong-Won, 2007;Qi & Lai, 2017;Tammenga-Helmantel, 2014;Vogel et al, 2011). However, the implicit inductive approach was found to be less effective than did the deductive approach in raising post-test scores (Erlam, 2005;Robinson, 1996;Rosa & O'Neill, 1999).…”

“…On the other hand, the students in Mohamed's (2004) study and in Valijärvi and Tarsoly's (2015) study indicated that both approaches had advantages and disadvantages. Overall, the effectiveness of using a deductive approach to teach word usage is not conclusive (Alzubi, 2015;Tammenga-Helmantel, 2014;Vogel et al, 2011). To add to the body of literature, this study aims to investigate the usefulness of a deductive approach supported by a process-writing approach to raise ESL students' awareness of the inappropriate use of informal language in academic writing.…”

Meaningful and contextualised grammar instruction: what can foreign language textbooks offer?

“…The teachers themselves are thus in charge of content-related and methodological decisions and will often turn to a textbook for guidance. Norway is one country with such a goal-oriented curriculum (Norwegian Directorate of Education and Training 2006), and where reports have shown that many FL teachers rely heavily on course books (Speitz and Lindemann 2002). Findings from the Norwegian context, in which this study is set, should therefore be of relevance to other countries with similar FL teaching contexts.…”