The effects od deductive and inductive instruction on grammar

The purpose of this study was to investigate whether there is a significant difference in students? academic success in grammar depending upon the teaching of grammar through explicit ? deductive and implicit - inductive instruction. An experimental study was with a pre-, post ? test design was conducted to test the efficiency of these instruction types. The subjects of the study were the intermediate level students of the School of Foreign Languages of Dokuz Eylül University in the Fall Term of 2011- 2012 academic year.70 subjects were randomly assigned as explicit - deductive and implicit ? inductive groups. Both classes had the same level of English in terms of their grammar knowledge. Each group was given the pre ? test and later they received treatment. After having been taught grammar implicitly and explicitly, the students were given the post which inquired their grammar knowledge and the same test was given as delayed post ? test after eight weeks.Analyses of pre ? test, post ? test and delayed post- test reveal that both explicit ? deductive and implicit ? inductive group were effective in the teaching of the target form. As for the delayed post ? test, both instruction types stayed well in the interlanguage of subjects.