A Study On The Effect Of Induction And Deduction In English Grammar Teaching In Junior High Schools

Grammar teaching has always been an essential part of foreign language teaching,but in junior high school,the effect of grammar teaching is not good.Students feel that grammar is boring,so how to effectively carry out effective English grammar teaching in junior high school is always a problem.Induction and deduction are two main teaching methods used in English grammar teaching.In the process of grammar teaching,most teachers choose to use the deductive method.This is because it can save class time,speed up teaching rhythm,and facilitate students to take notes.In order to verify which of the two teaching methods is more beneficial to students,the researcher decided to carry out an experimental study for 3 months.In the thesis have two questions:1)What are the effects of deductive and inductive methods on students’ short-term grammar learning?2)What are the effects of deductive and inductive methods on students’ long-term interest in grammar learning?In order to compare the different effects of the two teaching methods,the researcher chooses two classes as experimental subjects.The experimental class(class3)teaching method is inductive teaching,and the classroom teaching mode is the COASP mode,that is: presenting context,observing,analyzing sentences,summarizing rules,and practice.In control classes(class 4),The teaching method is deductive teaching.The teaching model is the traditional 3P teaching mode,that is,presentation,practice,and production.The students’ grammatical scores were analyzed,and the pretest and post-test were analyzed by SPSS.The results showed that there was no significant difference in the English performance and grammar skills between the EC and the CC.After the experiment,the scores of the students were collected and analyzed.There is no obvious difference in achievement between the two classes.It shows that both induction and deduction can improve students’ academic performance in a short time.At the same time,a questionnaire survey was conducted before and after the experiment to explore the students’ deep thinking on grammar attitude and teaching.The analysis of SPSS data showed that there was a significant difference in students’ beliefs about grammar learning and attitudes towards English learning.Post-test questionnaires showed that students’ attitudes towards teaching methods,interest in grammar learning,and current grammar teaching methods changed.More students showed interest in inductive grammar teaching.The researcher found that the main reason for the change of students was the influence of teaching methods.Therefore,the researcher concluded that induction is more beneficial to the cultivation of students’ interest in long-term grammar learning.This study has made significant discoveries.In the short term grammar learning,induction and deduction have the same effect on students’ academic performance.But in the long run,induction can stimulate students’ interest in learning.However,due to the limited time and sample of this research,this study needs further verification.