The Effects of Deductive and Inductive Instruction on the Acquisition of Direct Object Pronouns in French as a Second Language.

Presents results from a recent study that isolated grammar instruction that is deductive as a variable and contrasted it with an instructional treatment that is inductive. The effectiveness of these two types of instruction was compared on measures of both comprehension and production. Highlights the difficulty of designing language measures that access implicit language knowledge. (Author/VWL)