ead 1: Deductive vs.

Inductive approach in teaching grammar

Monday, 10 June 2019, 9:38 AM
Before reading:
You are going to read a text about two different approaches in teaching grammar. Do you
know what they are? What are some principles in each approach?
Reading 1: Deductive vs. Inductive approach in teaching grammar
A deductive approach starts with the presentation of a rule and is followed by examples in
which the rule is applied. For example, on arriving in a country you have never been to
before, you are told that as a rule people rub noses when greeting one another, so you do
exactly that. Meanwhile, an inductive appoach starts with some examples from which a rule
is inferred. For instance, on arriving in this same country, you observe several instances of
people rubbing noses on meeting, so you conclude that is the custome, and preceed to do
likewise. There for, deductive learning means rule-driven learning, and inductive learning
means discovery learning.
Teaching grammar from rules (Deductive learning)
There are some obvious benefits of this method of teaching. First, teachers can get straight
to the point, so a lot of time can be saved for practice and application. Second, it allows
teachers to deal with language points as they come up, rather than having to anticipate them
and prepare for them in advance.
However, this method also has many problems, especially for young learners as they may
not be able to understand the theory and rules involved. This method also encourage a
teacher-fronted, tranmission-style classroom. Moreover, explanation is not as memorable as
other forms of presentation, such as demonstration. Finally, such an approach encourages
the belief that learning a language is simply a case of knowing the rules.
In applying this method, teachers follow two main steps. Step 1 involves explicitly explain
grammar rules to students. Rule of form is presented before the rule of use. In the whole
process, providing clear examples and checking students’ understanding is essential. Then,
step 2 requires students to do exercises and practice.
Teaching grammar from examples (Inductive learning)
There are various advantages of this method. First, learners study examples and understand
the rule themselves, which is similar to the way a child acquires the first language, so they
can understand the rules more and memorize better. Second, it is done simply through
exposure to much input related to the language and it is seen as the “natural” way of
learning, so students are more actively involved in the learning process, rather than being
simply passive recipients; they are therefore likely to be more attentive and more motivated.
Third, this approach boosts learner autonomy.
However, teacher should be aware of some disadvanges it brings about. The time taken to
work out a rule may be long, so there less time for some sort of productive practice.
Moreover, students may come to the wrong rule, or their version of the rule may be either
too broad or too narrow. Third, it can place heavy demands on teacher in planning a lesson.
Finally, many language areas such as aspect and modality are difficcult to formulate rules.
In employing this method, various examples should be presented in meaningful context for
students to draw their own understanding of the rules. Teacher also focuses on functions
before focusing on forms.
Teaching grammar through texts (Inductive learning)
Texts refer to both spoken and written English, including postcards, football commentaries,
street signs, jokes, novels, air safety instruction,
When using this method, it is advisable that the texts chosen are suitable to students’ level
and interest. They should also contain a lot of examples of the target grammar points. The
steps to exploit a reading/listening piece are as follow.
First, teachers focus on content of the listening/reading for students to understand the
context. Attention should be paid to the gist first, and then the important details.
Next, teacher focuses students’ attention to how the target grammar points are used in the
specific context.
Then, students do various exercises and activities related to the topic of the text while
practicing the grammar points.
(Adapted from Thornbury, S., (2002), How to Teach Grammar, Pearson Education
Limited, Longman.)