The objective of this study is to find out which teaching methods, between deductive learning and inductive learning, are more effective in elementary school for negative yes-no interrogative sentences in English. It’s not easy for Korean native spe...
The objective of this study is to find out which teaching methods, between deductive learning and inductive learning, are more effective in elementary school for negative yes-no interrogative sentences in English. It’s not easy for Korean native speakers to reply to an English negative yes-no interrogative sentence because the answering method of the English language creates an interference effect in the Korean language, or the answering method of the Korean language creates a similar transference effect in the English language. Because of those reasons I designed an experiment for elementary school students. I figured that the instructors should teach elementary school students how to properly reply to an English and Korean negative yes-no interrogative sentence and correct errors they make by giving them consistent feedback, which is highly necessary for them to know the differences between the two languages. This feedback should be given to elementary school students who are vulnerable to developing errors in language. Therefore Korean learners definitely need to study the answering way of both languages.
First, we examined the definition of English and Korean negative yes-no interrogative sentences and their answering system. A negative answer to either a positive or a negative yes-no interrogative sentence in English has the same meaning. In other words, an answer to a negative yes-no interrogative sentence in English depends on the responder, the person who must reply to the question, and the answer should be either one of ‘Yes, positive sentence,’ or ‘No, negative sentence.’ On the other hand, a negative or a positive answer to a negative yes-no interrogative sentence in Korean does not have the same meaning. In other words, a negative answer to a negative yes-no interrogative sentence in Korean carries a positive meaning, and the answer should be ‘No, positive sentence.’ Likewise, a positive answer to a negative yes-no interrogative sentence in Korean carries a negative meaning, and the answer should be ‘Yes, negative sentence.’ This is because a negative or a positive answer depends on the asker, the person who asking the negative question, rather than the responder.
Second, we conducted an experiment with a designed model of the teaching methods, deductive learning and inductive learning. By using Ausubel’s meaningful verbal learning, a deductive learning model was established and Taba’s cognitive functioning helped make an inductive learning model. Also, Cohen and Weaver’s styles and strategies-based instruction helped design a preference questionnaire of teaching methods. After verifying the experiment results, deductive learning was found to be more effective to learning negative yes-no interrogative sentences in English but both teaching methods were helpful.
Finally, I would like to add some suggestions as a closing statement. First, an instructor should clearly know the differences about answering a negative yes-no interrogative sentence in English and Korean, and can tell them apart. Second, the teaching methods designed by many scholars were quite conducive to conduct this experiment, but when one uses the teaching methods, one must re-organize the experiment method. Last, Korean learners should keep learning about how to properly answer a negative yes-no interrogative sentence in English consistently from youth to adulthood. Additionally, the mutual relationship between a person’s preference of teaching methods and improvement of the answering ability to a negative yes-no interrogative sentence in English should be further studied.
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