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摘要：One can see that the comparative studies are more theoretical than experimentalin our country, which couldn’t give some enlightenments to improve grammarteaching and meanwhile, one can take example by but can’t imitate studies abroadwhich may not be appropriate for grammar teaching in China.

proach ...... 50
5.2 Results and Discussion on the Effects of the Inductive Approach ....... 52
5.3 Results and Discussion on the More Effective Approach...... 53

5 Results and Discussion

According to the data having been handled and analyzed in the last chapter, anadequate account for the results of the experiment will be illustrated next. This partwill discuss the results with the combination of the questionnaires, the tests and alsothe interviews. What should be noted are the followings: first of all, the data reflectsthat the teacher taught in accordance with the inductive and the deductive approachesindeed; secondly, the answers to the questions written on the margin of the delayedtest reveal that most of the students didn’t do the exercises on the target grammar.Such phenomena manifest the reliability and the validity of the experiment.Three tests and seven times of the data analysis had been conducted. Before thepre-test, it reveals from the data of their total scores that the mean scores are almostthe same, but most of the students couldn’t get over to the right of the cut-off scores.Their initial level of English learning is just a little low. However, in the mean time,there’s no significant difference between the two classes statistically. Therefore, theycould be chosen as the experimental subjects.
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Conclusion

All the abundant evidence declares that the different effects on grammar teachingwith the two approaches, the deductive one and the inductive one, do exist. And basedon the data and the discussion above on the different effects of the two approaches inEnglish grammar teaching, the conclusions are reached. The deductive one is an approach where the teacher usually gives the studentsthe grammatical rules first followed by the abundant sentence patterns associated withthe target grammar, to illustrate the rules step by step. Students do the exercisesaccording to the rules and the examples shown clearly at the beginning of theclassroom setting.This approach is just like the arrow line, what should be learnt for the students isclearly set at the beginning of the line, that is, the class, and a map of what should betaught for the teacher is also clearly drawn in the director’s mind. In this approach, theteacher isn’t worried about the costing of time; the finish of the explanation ofgrammatical rules means the ending of the class. And besides, when it comes to theteaching content, the deductive approach is better for the grammatical target withmore special and complex situations, which is the similar to the opinions ofHammerly (1975: 18) and Ellis (2006). It is an appropriate approach adapting to thebasic situation of English grammar teaching in China.
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