Abstract
This study investigates the effectiveness of deductive and guided inductive approaches for teaching grammar in College French classrooms. Forty‐seven second‐semester French students were taught eight grammatical structures: four with a deductive instructional approach and four with a guided inductive instructional approach. A quasiexperimental within‐subjects design featuring pre‐ and posttests and eight immediate posttreatment quizzes assessed the long‐ and short‐term gains in grammatical knowledge for each condition. Results indicated a significant difference between participants' mean immediate test scores favoring the guided inductive approach. Findings of this study also indicated a strong trend in favor of guided induction on the long‐term learning of grammatical structures. The results of this study support using a guided inductive instructional approach to teach grammar in the beginning‐level foreign language classroom.
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