Andere Kunden interessierten sich auch für
![Incidental Acquisition of L2 Word Knowledge via Graded Readers]( "Incidental Acquisition of L2 Word Knowledge via Graded Readers")
Incidental Acquisition of L2 Word Knowledge via Graded Readers44,99 €![Language Acquisition]( "Language Acquisition")
Language Acquisition32,99 €![Managing Classroom Behavior with Least Intrusive Approaches]( "Managing Classroom Behavior with Least Intrusive Approaches")
Managing Classroom Behavior with Least Intrusive Approaches38,99 €![Implicit and Explicit Second Language Vocabulary Acquisition]( "Implicit and Explicit Second Language Vocabulary Acquisition")
Implicit and Explicit Second Language Vocabulary Acquisition51,99 €![Practical Methods for Successful Classroom Teaching]( "Practical Methods for Successful Classroom Teaching")
Practical Methods for Successful Classroom Teaching38,99 €![Contemporary Approaches in Literary Trauma Theory]( "Contemporary Approaches in Literary Trauma Theory")
Contemporary Approaches in Literary Trauma Theory74,99 €![Concrete Elaboration during Knowledge Acquisition]( "Concrete Elaboration during Knowledge Acquisition")
Concrete Elaboration during Knowledge Acquisition32,99 €
In Taiwan, English education has been incorporated
into primary school curriculum for years, and yet
the effects of teaching grammar to children still
remain unknown to English teachers and researchers.
The existing research findings underlined the
necessity of exploring the acquisition of English
grammar rules by elementary school students. The
inductive and deductive approaches for grammar
teaching were therefore investigated in this
research. The findings suggested that students
taught using either approach were capable of
comprehending and acquiring the target grammar.
However, students in the deductive group
significantly outperformed those in the inductive
group. Furthermore, participants in each group
expressed both positive and negative attitudes
toward the instructions.
into primary school curriculum for years, and yet
the effects of teaching grammar to children still
remain unknown to English teachers and researchers.
The existing research findings underlined the
necessity of exploring the acquisition of English
grammar rules by elementary school students. The
inductive and deductive approaches for grammar
teaching were therefore investigated in this
research. The findings suggested that students
taught using either approach were capable of
comprehending and acquiring the target grammar.
However, students in the deductive group
significantly outperformed those in the inductive
group. Furthermore, participants in each group
expressed both positive and negative attitudes
toward the instructions.