Posted on March 8, 2 Comments Approaches to teaching are always improving, or, maybe we should say changing. When there is momentum behind a new, innovative or highly-supported methodology many of us get behind it and begin to implement it, as best we can at least. The wave of communicative language teaching is currently, and rightfully, the foreign language teaching methodology that is supported by the foreign language teaching community.
Inductive teaching sometimes known as inquiry or discovery teaching involves giving the students examples of language and working with them to come up with grammatical rules.
It is a more student centered approach to learning. Alternatively, deductive teaching begins by giving students the rules and working with them to produce language.
This is more teacher centered. As a practical example, in an inductive classroom the teacher might give the students a number of examples of, say, the passive voice. The students then have to work out how a passive sentence differs from an active one.
They can then be encouraged to convert active to passive by themselves. On the other hand, in a deductive classroom the teacher explains the process of converting an active to a passive and then gives the students a set of sentences and asks them to convert them.
Inductive vs Deductive The inductive approach is generally accepted to be more efficient in the long run than the deductive approach. Inductive activities are generally more stimulating and require greater student participation.
Since students are more actively involved in acquiring knowledge rather than just passively sitting and receiving information in the end they end up learning with deeper understanding. However, although the inductive approach is generally accepted to be more beneficial to students it can sometimes take a little longer.
Many more traditional classrooms rely heavily on the deductive approach and so bringing in a more radical inductive approach can sometimes be difficult both in terms of getting the students to think for themselves and work out the rules as well as persuading the management that this is the best approach in the long run.
Teaching an Inductive Class As a teacher you do not explicitly state any rules, but rather your job is to guide the students towards the rule getting them to become aware of it.
Firstly you need to have clearly in your mind the concept or rule which needs to be discovered. Then you create a series of clear examples which demonstrate use of the rule.
Suppose you are getting the class to work out how to convert a passive to an active sentence.
You might begin by writing up: The window was broken by the boy. Get students involved in looking for the rule, brainstorming ideas and suchlike. There are 4 words in the sentence. It begins with a capital letter and ends in a full stop.
Then add further examples which either confirm or deny previous observations:I am wondering about the variability in discussing various approaches to teaching grammar depending on the age (so developmental appropriateness) and language levels of the learners.
Inductive and Deductive Instruction. For example, when teaching a new grammar concept, the teacher will introduce the concept, explain the rules related to its use, and finally the students will practice using the concept in a variety of different ways.
What is inductive instruction? Definitions of Induction. The following shows how the definition of inductive learning has evolved over the years. Seliger (): Teacher presents the grammatical rule at the end of the session. In the inductive grammar lesson, we first give students input (examples) of how a grammar works and then ask them to figure out the rule based on the examples they have seen.
In other words, in this type of grammar lesson we attempt to teach our students about a grammar without directly explaining the rule in the beginning of the .
Prepare a deductive grammar lesson for the ﬁrst rule, an inductive grammar lesson for the second rule, and a non-explicit lesson for the third rule.
In each case, follow up the lesson with a short language test to ﬁnd out if the students have. Jon Hird, materials writer and teacher trainer, discusses inductive and deductive grammar teaching, comparing and contrasting the two, and debating the pros and cons of their use in the classroom.
There are two main ways that we tend to teach grammar: Continue reading →.