臺灣的雙語教育政策和TETE（英語課以英語授課）實踐期望英文學習者深化發展英語溝通應用能力。然而，臺灣的英語教育有時過度強調文法教學和紙筆測驗，這些困難正訴求英語教學應透過不同的策略著重英語的形式、意義以及使用層面的學習。歸納法文法教學的裨益已受廣泛討論，但鮮有研究聚焦於英語學習者在歸納法文法課堂中進行歸納法文法分析之學習過程，尤其是在英語教師採英語授課的文法課程。深入的學習過程和學習者看法皆具有研究的需求性，故此研究將進一步提供更多教學啟示與建議，幫助老師更有效地進行英文課以英語授課課程中的文法教學。
本研究採用引導式歸納法教授高中學生英文文法句型。基於Flowerdew（2009）的4Is模型，研究者設計一引導式歸納法文法教材，並向27名高中二年級生的班級進行為期一周的課程，共計四堂英文課堂。課堂活動旨在讓學習者在老師的引導與輔助下以小組合作模式共同建構語法規則，隨後進行情境化練習。本研究為一混合性研究，量化部分以問卷調查的方式蒐集資料，質性部分則以觀課及訪談的方式蒐集資料。為探究受試者對引導式歸納法文法課程的看法，此研究亦於課堂教學後對六名受試者進行訪談。
此混合方法個案研究旨在探究學生在英文課採英語授課課程中引導式歸納法文法教學的學習過程和其看法。基於研究發現，本研究進一步討論教學啟示，最終旨在啟發高中英文課以英語授課課堂中更具成效與意義的EFL（英語作為外語）文法教學。

Under Taiwan's Bilingual Education Policy and TETE (Teaching English Through English) practices, students are expected to develop communicative competence of English. Yet, English education in Taiwan sometimes over-emphasizes grammar instruction and written tests. Such dilemmas call for different methods to focus on form, meaning, and use of English. The advantages of inductive grammar teaching have been extensively discussed in prior research. Yet, little research has focused on how learners undergo the inductive learning process in an inductive grammar class, particularly in the TETE classroom. In-depth learning process and learner perceptions also need to be investigated to provide more pedagogical implications to help teachers manage grammar instruction in TETE classes more effectively.
This study attempted to adopt the Guided Inductive Approach to teaching grammar patterns for senior high school students. Guided inductive teaching materials were designed based on Flowerdew's (2009) 4 Is Model, and a one-week lesson that consisted of four class meetings was given by the researcher to a class of twenty-seven eleventh graders. The class activities intended to engage learners in groups to co-construct the grammatical rules with the teacher's guidance, followed by contextualized practices. Data collection involved classroom observations, an end-of-course survey, and semi-structured interviews. To investigate the participants' perceptions of the guided inductive grammar class, interviews were also conducted with six target participants.
This mixed-methods case study aimed to investigate the students' learning process and their perceptions in a guided inductive grammar teaching class. Based on research findings, pedagogical implications are discussed. The research ultimately aims to inspire effective and meaningful EFL grammar teaching in TETE classes.

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