AN ANALYSIS OF DEDUCTIVE AND INDUCTIVE APPROACH ADAPTATION IN TEACHING GERMAN GRAMMAR

The aim of this research is to find out the effects of the use of two different grammar teaching approaches in the preparatory class majoring in German Language Teaching at Faculty of Education, in Dicle University. In this study, pretest-posttest control and experimental group research design was adopted. As participants, 30 female and 10 male students were recruited. While in control group the rules related to past tense form of Perfekt (the past tense) were directly taught, in experimental group which was more autonomous learning environment, it was ensured that students could discover the rules themselves. Firstly, written texts structured around Perfekt were distributed to the students; then, three-step sos Sammeln→ Systematisieren→ Ordnen that the (compilation→ regulation→ systematization) were analyzed according to the rules. In light of the exercises in grammar books, the comments and suggestions offered by the academic experts in the field, a Perfekt achievement test consisting of six chapters Perfekt was designed. KR-2O reliability coefficient of the test was calculated as 0.896. According to Independent samples t-test results of the pre-test, there was no significant relationship between the control and experimental groups and the groups were recorded as homogeneous. After the applications of two approaches and posttest, no significant difference was noted. Additionally, for deeper analysis, the analysis of variables such as gender, type of school, and field that the students studied in their high schools were also conducted. The use of Mann Whitney U-test for the difference between gender and posttest scores showed significant differences in favor of the female participants. Kruskal-Wallis test results, on the other hand, pointed out a significant correlation between the types of the school that the participants enrolled during their high school education. Based on these post-test results, it was noted that students of Anatolian High School were more successful than the rest.