Abstract
Abstract: This study investigated how to present grammatical structures to intermediate‐level French college students. It compared the effects of a guided inductive and a deductive approach on short‐ and long‐term learning of 10 structures. A mixed‐methods design was adopted to assess learning of the structures and to investigate preference of approach. Performances in both conditions were measured through a within‐subjects design featuring a pretest/posttest and immediate posttreatment tests. A questionnaire assessed students' preferences and relationships between preferences and performance were examined. Findings indicated a significantly greater effect of the guided inductive approach on short‐term learning. The long‐term findings and the relationship between preferences and performances were not significant. Analyses indicated that students who preferred explanations of the rules performed better with a guided inductive approach.
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