The The deductive and inductive instructional approach controversy in Eswatini context

Article Sidebar

PDF
Published: May 29, 2020
Versions:
2020-05-29 (1)
DOI: https://doi.org/10.18844/gjflt.v10i2.4852

Main Article Content

Abstract

This study compared deductive and inductive approaches of teaching tenses to secondary school learners. The aim of this study was to test the efficiency of the two instructional approaches of teaching tenses by observing learners’ performance. Sixty participants (37 female and 23 male), learning English in the Kingdom of Eswatini, participated in this quasi-experimental study. Convenience sampling was used to select participants who were randomly assigned to two control groups. The independent variable was ‘teaching method,’ with two levels: deductive versus inductive. The dependent variables were participants’ achievement scores derived from the pre-test and post-test. The independent t-test and the dependent t-test were used to analyse data. The results revealed that there was no significant difference between the deductive and inductive approaches in teaching tenses,although each method was effective in isolation. Based on the findings, this study recommends an integration of the two approaches in the teaching of tenses.


 


 


Keywords: ESL context, deductive approach, grammar, inductive approach, tenses.

Downloads

Download data is not yet available.

Article Details

How to Cite
The The deductive and inductive instructional approach controversy in Eswatini context. (2020). Global Journal of Foreign Language Teaching, 10(2), 139–158. https://doi.org/10.18844/gjflt.v10i2.4852
Issue
Vol. 10 No. 2 (2020): May
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (SeeThe Effect of Open Access).