Teaching Information Structure of Non-Canonical Sentences through a Deductive Vs. an Inductive Approach: Effects on Iranian EFL Learners’ Writing Products

Journal of Language and Translation

دوره 14، شماره 1، فروردین 2024، صفحه 223-242   

شناسه دیجیتال (DOI): 10.30495/ttlt.2024.709424

نویسندگان

Hamidreza Sheikhi¹؛ Bahram Hadian^{* 2}؛ Mehdi Vaez-Dalili²

¹Department of English, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran

²English Language Teaching Department, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran

چکیده

This study investigates the effect of deductive versus inductive teaching of Information Structure (IS) of non-canonical sentences on Iranian EFL learners’ writing productions. To do so 69 participants majoring in English literature and English translation, fourth semester, Arak University, participated in this study in the form of two intact groups called Deductive (experimental) and Inductive (control) groups, comprising 36 and 33 participants in that order. Under the effect of twelve treatment sessions of deductive vs. inductive instructions of IS principles, six weeks, the statistical analyses of the results regarding the pretest-posttest phase disclosed significant improvement of the participants’ writing scores in both groups. Concerning the post-test results, no statistically significant difference was observed in the Deductive vs. Inductive groups’ writing scores. Regarding the posttest-delayed posttest results, the statistical analyses showed a significant decrease in the Deductive group’ writing scores while the writing scores reduction in the Inductive group was not significant. So, the findings revealed a significant retention of improved writing skills in association with the Inductive group. Possible explanations for the writing improvement and implications of the findings for language teaching have been discussed.

کلیدواژه‌ها

Information Structure (IS)؛ Inductive Approach؛ Deductive Approach؛ L2 learning؛ Writing skill؛ EFL/ESL learners

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