Inductive Yearning Inductive lesreing |, ros and cons of an inductive approach ‘Sample lesson 1: Teaching imperatives through actions © Sample lesson 2: Tezching the present simple using relia © Sample lesson 3: Tesching should have done using @ generative situation © Sample lesson 4: Teaching the difference between pest simple and present pertect through minima} sentence pais ‘© Samp lasson 5: Tezehing verb that take both infinitive ns ing foes, using concordance data ‘As we discussed in che fast chapter hese are basicly ea ways in which learner can achieve understanding of a ves the dedative (rule-driven} path and she inductive (rulediseavery) pach. In the former, the gransrase role is presented and the lenner engages with i through the study and ‘manipulation of examples. fo an inductive approach, on the other nd, without having mer the eu, the learner sides examples and foe chese cramps derives an understanding of the rule, Both approachen any of ‘sou, let on to frther practice of che sale anil applying it becomes “The inductive roure would seem, om the feof, tobe the way one’ fist language is acquired: simply through exposure 10 a masiveamouat of ipa the regularities and patterns ofthe leeguage become evident, independent of conscious study and explicit rule formulatiog. Induction, or lating ‘through experienc, seen Ste ‘naar toute ro earning, an a8 ee have secu in Chapter 2, is strongly denied with methods of tecond liga Spstruction that model themselves on frst language ayeisitinn, such a he Direct Method and the Natural Approach. These experiential methods 0 instuetion shire a basic assumption that language aaca for input 8 est processed inductively and witout secouree to taneation, They ifs, Frossever in the position they take ar to how few this input should Selected sad oggited. They aio tke diferent positions th regard Fhow and how often the reacher should ieryens 49Howto Teach Grarnar 50 AC the nowintervendan end of this spectrum is maura lnguage acquisition = isting psy gsleng Aer a the ost mtn oe ton second enguage bypaver the etutsoom altgetey, andthe best txample of expenenial laring is that of immersion fn The frign- ttngge spec community Thee we nell-docnented ete ves of teenth av suceeded specs nich a sao eto thre amv as any sider of lamer who have filed. smal” A dese to Simulate the soa inmenton eapeence was the ngpiation behind the language nsmenion programmes for scholshildfen that are now wtlespead nny Bigeal coments, ech as in Canaia, Wile he results ofthese programe re impresive ad have been ed by theorists {S suppor a erogramina? positon, eich a he Natu Approsc, there tx cl igcane gh engine compen he as gil ngage Stay orem ict nto wan best, Ut seeay requires ‘more than random esporre it needs the intervension of eter the syllabus designe, the tattle write, or the teaches ate "A much exc tempt to simulate the way cilcen acquire this Sst language wes che Dee Method Ge page 21. Designed challenge the decidely uanatial sod highly Setellecoal procedures of Grammar eon dart ee bb he Be Method a tat tenneenanguge on the real word In Direct Method cles, heer, she uls ofthe aogage ae spony aequed oot of the cere of tndentaodig and epenting examples wach have been sysematcly raed for diy and put nto = Clear contest. Here ean erample of & taker noes irs beginner cs eschng the present contnacoe 4 tak Fem one side oF the cassroom to the other, ards Sh you gre tly say Hho a tece es 70 He cass Lam ualieg. 2 am wakes ‘aalkng Sdicact Ghat he must say the sortece as yu Be walking, Lam walkin 2 Lam walking. _ bi 2 nak aaoes the wean gaan. Tada tet be slant ard yaa uy tore ass Criree thes) rect say ifn chews Netice sat n chs approach to grammar teaching it wa not Sought sxcesty 10 aw the learner? atenton to an expt sarement of the mmr tle Te wes convdered slfsent to Uy on the Tener Srconcou ress othe job4 How to each eramina rom examples A dolopa af Txt Kd of Dis Mh poe sion but which incorporated dil routines bored rom Anilinguln Gee Chapter 2, pope 21), we the generative situation. pop proere in Ban langue schol Fon the 1960s on (and ssacaed wtb an fpproach that ometines called Situational Language Teaching). A irate stustion is «sain which the teacher setup in the sen fp oder to genes’ several example tentncer of a suet; Vere fot feample, is 4 ation from Engh tn Sirarone (O'Neil, Ovord Urey Brey, 1970) dexgned to preset uy with sported spc acters fy. Renew none oat) i tho hig remot ue he mort he ieeayng thane tinge tg the manazr | "yOu 80 YOU WERE AVERY LARGE FIRM but you areal all one! YOU'SAIS YOU PAID HIGH WAGES but {hey eoreay vary tow. YOU'SAID YOU HAD A GOOD PENSION SCHENE. You really haven one sta Notice hac the situation geneates three examples ofthe targeted structure, Inthe intzodactory nots tothe teacher, the rationale for thie Rind of presentation is summarised by the author: Class mus have chance to ga Insight into when to ove pattem. Sitmtions represent typical inrances From thee, chy can genevalie about use of pater, Teacher ray aso decide to ve formal rule. However, thie not enough in self. Porsal rules cam be helpfl bur cannot be mubsttsted for sient ov insight oa ‘You wil note that an explicit rule staternent is new tolerated. This we not the ease with either the Direct Method or Audilingual appenaches ‘This selects a sea change in thinking that was precipitated by Noam ‘Chora’ claim that lniguage, rather than being a habit structive, was instend rule-governed creativity. Greater tolerance of rules marked a ferutn to 8 more cognitive approach to language teaching, which has antl then been sesciated only with Grammar: Translation (ase saw in Chapter 3), Second language leaning, far fom being a kind of eonditinned rex, ‘war ance again regarded 4 conscinns intelecrl endenvoor ‘Meanwhile, developments in educational cheory were promoting the sale of whit came fo be known as discovery learaing. The principle rnderlying discovery learning is that, in the words of Paseal, several ‘entries earer People ae general beter persuaded by te reasons whieh they themselves have discovered than by those which have me into the minds of ache 5 a