ABSTRACT
The research examining interaction effects was in two parts. In the first part, the Analytic and Audio-Visual groups were investigated when matched with an appropriate method. In another study, groups of analytic students were placed half in the Analytic method, and half in the Audio-Visual method. The memory/auditory learning group consisted of students with below-average analytic abilities but higher auditory and memory abilities. In the inductive approach, many examples of participle phrases in context were provided, active and passive forms, and derived from relative and adverbial clauses. The deductive approach contained an introduction on participle phrases, followed by instructions on the derivation of such phrases from relative or adverbial clauses, and on passive compared to active participial phrases. Wong-Fillmore, for example, distinguishes between LES (Limited English Speaking) and NES (No English Speaking) children, with both groups present in all classrooms. The possibility that different learner types respond differentially to different types of feedback provision.
