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ries (generalizations, rules) to particulars(descriptions, observations).The main form of deductive reasoning is syllogism, major premise, minorpremise and conclusion. Major premise refers to the general rules; minor premise isthe specific one and the conclusion is called argument. As for the deductive reasoning,the major premise must be the correct one, and it should have the inevitableconnection with the conclusion avoiding the doubt of it. The two conceptions aredescribed by McGraw-Hill (1974: 52) from the relationships between the premise andthe conclusion as follows (They will be shown in the form of the following chart):
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2.2 The Theoretical Rationales
Methods always need support of the theoretical rationales. Practice wouldn’thappen without cognition. They are associated with each other tightly. Theunderstanding of focus on form and the cognitive theory make it more convenient forteachers to apply the inductive approach and the deductive approach into the field ofeducation. This part tells the rationales of the two approaches when used in theclassroom setting. During the late 1980’s and the early 1990’s, there is an understanding abuilding,which is the importance of highlighting teaching of language form through a certainway on the basis of meaning and communication centered language teaching.Under these circumstances, Long (1988, 1991 & 1998) proposed two differenttypes of grammar teaching instructions, one of which is Focus on Form (FF), meaningstudents being randomly made aware of some certain language forms encountering inthe process of language teaching on the premise that teaching is focused on meaningand communication.FF is based on the hypothesis that the acquisition of L1 (First Language)resembles that of the L2 (Second Language), which are both natural acquisition basedon the abundance of comprehensible input. The first theoretical basis of FF is theinteraction hypothesis proposed by Long. He posits that second language acquisitionis achieved through interaction between language learners and other speakers,especially with those who are more competitive than the learners themselves. The keyelement that makes the interaction function well is negotiation in meaning, which isan important mechanism that facilitates the development of interlanguage in secondlanguage acquisition. It can help language learners grasp the relationship betweenlanguage form and language function of target language. And the negative evidencethe interlocutors give when language learners make mistakes during the interactioncan effectively makes language learners pay attention to some certain language forms,thus improving their accuracy of expression.
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3Methodology ..... 20
3.1 Research Objectives ........ 20
3.2 Subjects ....... 21
3.3 Instruments ....... 21
3.4 Materials...... 243
3.5 Procedures ........ 28
3.5.1 Pre-experiment .... 29
3.5.2 Experiment ..... 30
3.5.3 Post-experiment........ 31
4 Data Analysis .... 32
4.1 Data Analysis of the Tests.... 32
4.2 Data Analysis of the Questionnaires ........ 38
4.2.1 Data Analysis of the Pre-questionnaire....... 38
4.2.2 Data Analysis of the Post-questionnaires.... 44
4.3 Data Analysis of the Interviews ..... 47
5 Results and Discussion .... 49
5.1 Results and Discussion on the Effects of the Deductive Ap本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。