Abstract
This literature review examines the existing research about using a deductive form of teaching grammar versus using an inductive form of teaching grammar. It examines the different applications of each approach and discusses advantages and disadvantages to the teaching and learning processes.
Teaching Grammar Using Deductive and Inductive Learning Approaches
Over the years, different teaching approaches and methods have been developed for use by teachers of English language development and the merits of teaching grammar in language lessons has long been a hot topic. Despite this, some distinct approaches have formed. This literature review examines two contrasting instructional approaches and discusses some of the advantages and disadvantages of each.Although these theories can be applied to the different elements of reading, writing, speaking, and listening, this paper specifically looks at the two approaches used in the teaching of the grammar sub-skill.
Literature Review
Whether to teach grammar or not has been debated to the present day. The efficacy of grammar teaching in class has thus far proved inconclusive and has long been a controversial issue. It is often seen as a barrier to the effective teaching of a second language however it is also perceived as being essential to the language acquisition process – for example by proponents of the Grammar Translation Method. The Grammar Translation Method is a way of studying a language’s grammar through the analysis of its rules and its uses are confined to reading and writing.
Much research has been carried out not only on the usefulness of teaching grammar in the classroom but also specific approaches for deductive and inductive teaching. Thornbury (2002) looked at the nature of grammar, the reasons for teaching grammar, and explored deductive and inductive teaching. He proposed that students should be active participants in the classroom and learning grammar for themselves rather than merely being fed input in a linear fashion. And although Krashen (1988) accepted that there are reasons for including direct grammar study, he did not propose that grammar teaching should be at the core of the English curriculum. Likewise, Richards (2001, 1985) supported the idea that grammar, although necessary, is not a sufficient component of language proficiency.
In general teaching terms, Prince and Felder (2006) looked at different methods under the rubric of the inductive approach, endorsing constructivist problem-based learning activities. Conversely, Bilash (2009) looked at both approaches but concluded that students understand and retain content more effectively through inductive learning. Finally, Vygotsky (1979) provided the key principles for a constructivist discovery-learning environment, which Blyth (1997) adapted for teaching grammar.
Grammar – To Teach or Not to Teach?
With the natural order of language learning being listening, speaking, and then reading and writing (which is how children acquire language), the Grammar Translation Method otherwise known as the Classical Method focuses on grammar rules, translation of texts, doing written exercises and vocabulary memorization but poses problems inasmuch as the students’ native language is the medium of instruction, which doesn’t improve a student’s ability to communicate in the target language (Brown, H.D., 1994). As the demand for oral language proficiency in Europe towards the mid-nineteenth century, the Grammar Translation Method’s demise was accelerated. From ideas based on research, reformers suggested that learners should hear the target language first before seeing it in its written form, grammar should be introduced in context before rules should be learnt and that grammar translation should be avoided. It was from these principles that the Direct Method was born (Richards, 1987).
Experts in the field of English language development such as Stephen Krashen also questioned the specific focus on grammar in language lessons (1988). He said that the effects of grammar teaching are “peripheral and fragile.” He proposed that students need to initially first acquire grammatical competence via extensive reading and that a grammar textbook should only be used later on in order to further develop accuracy. He added that if sufficient reading is continually encouraged, grammar textbook referral should only be occasional. Furthermore, grammatical development cannot provide the core basis for curricula where language proficiency is the aim (Richards, 1985). Subsequently, different techniques and methods have since formed and solidified.
Teaching Grammar Using the Deductive Approach
A good example of deductive teaching is seen in the fields of science and engineering, whereby the instructor introduces the subject matter by lecturing on general principles, then gives students practice in their applications for homework (Prince et al, 2006). Similarly, in the language classroom, the teacher introduces a new grammar point, explains the rules, and then gives examples which the students then put into practice. For example, when teaching a new grammar concept, the teacher introduces the form on the whiteboard, teaches the rules related to its use, and then puts the students to work in order to practice the concept via different exercises (Bilash, 2009).
This approach to language instruction is the most teacher-centered (Bilash, 2009) however Thornbury (2002) advocates that this approach can be a good way for a teacher to get straight to the grammar point, which can be a time-saver in the classroom. This approach also allows the teacher to deal with language points as they arise rather than having to anticipate them and prepare for them in advance. However, a drawback to using this approach is that it can be dull, over technical, and de-motivational (Raza, 2015). Adamson (2009) agrees inasmuch as it can be too mechanical and that it pays too little attention to meaning and can also fuel the belief that language learning is simply a case of learning the rules. Nevertheless, this approach can be a viable option for dealing with highly motivated students, teaching a particularly difficult concept, or for preparing students for written exams (Thornbury, 2002).
Teaching Grammar Using the Inductive Approach
The inductive learning approach is a constructivist view of learning which originated from Lev Vygotsky’s Sociocultural Theory. The theory emphasizes the concept of a socially mediated learning and development process utilizing the “zone of proximal development,” whereby learning takes place via the learner making connections between existing knowledge and that which they gain through guidance from peer interaction or the teacher (Vygotsky, 1979). Additionally, according to Blyth (1997), this approach can aid novice teachers by putting the focus on the learning process rather than teaching.
According to Howard Community College (2012), the constructivists’ approach to teaching grammar involves teaching it in context and not as a separate entity. It is taught using methods such as mini-lessons, grammar journals and peer group activities. This simply means that grammar is
taught using the students’ own work as models. These methods help students understand that evaluating grammar in their writing is a part of the revision process.
The inductive approach is especially useful for the development of critical thinking and fluency via a range of instructional methods including inquiry learning, problem-based learning, project-based learning, and discovery learning (Prince, 2006). Simply put, the teacher provides examples of the target grammar but it is the task of the learner to figure out the rules from these examples and it is the students’ job to notice the differences and similarities. The teacher does not give the rules from the outset but does provide support during the discourse process in order to help the students notice the structures, constants, and differences in the examples (Bilash, 2009).
For adult learners in particular, this process respects maturity and intelligence as well as acknowledging the role of cognitive processes in language acquisition (Widodo, 2006). An analysis of the effectiveness of problem-based learning was published by Dochy (1992) suggesting that students may acquire more knowledge in the short term when taught conventionally but are likely to retain knowledge longer when taught with problem-based learning via inductive methods.
Conclusion
Deductive approaches to grammar, where the rule is given and then applied to examples, suits students who prefer to be given grammar rules directly, which helps to avoid misunderstanding and ambiguity (Thornbury, 2002). However, starting lessons with grammar rules and presentation may not be an effective way of engaging learners from the outset and can lead to the class being too teacher-centered, increasing teacher talk time, and decreasing student talk time (Thornbury, 2002).
Furthermore, the language learning process requires the acquisition of certain skills, which can only be learnt through practice and not just by memorizing rules (Scrivener, 2011). Although the deductive method can be disadvantageous, it can be useful for supplementing learning when the students’ intuition fails to recognize some particular points of grammar, and are also useful when preparing students for grammar-based examinations (Silvia, 2013). Moreover, according to Silvia (2013) inductive methods equip learners to become more adept at discovering rules for themselves and exploits a greater degree of cognitive depth via being active participants in the learning process. It develops noticing and problem-solving abilities which if done collaboratively, provides extra opportunities to practice language.
Overall, regarding best practices for teaching grammar, research does not prove either way which approach is most effective. Some teachers are better at teaching one method than the other whilst at the same time, students vary in their ability to perform under one approach or the other (Weatherford, 1997). To decide upon the best approach, the teacher’s ability, academic level of the students and their learning styles are all important factors which need to be considered when deciding upon which classroom methods to use.
References
Adamson,R. (2009). Inductive and Deductive Teaching.Retrieved from: http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/inductivedeductive.html.
Bilash, O. (2009). Inductive and Deductive Instruction. Retrieved from: http://www2.education.ualberta.ca/staff/olenka.Bilash/best%20of%20bilash/inductivedeductive.html.
Blyth, C. (1997). A Constructivist Approach to Grammar: Teaching Teachers to Teach Aspect.The Modern Language Journal,81, 50-66.
Brown, H. D. (1994). Principles of Language Learning and Teaching. Englewood Cliffs, NJ: Prentice Hall Regents.
Dochy, F. J. R. C. (1992). Assessment of Prior Knowledge or Expertise as a Determinant for Future Learning: The Use of Prior Knowledge State Tests and Knowledge Profiles. London: Jessica Kingsley
Howard Community College (2012). The Constructivist Approach to Teaching Grammar: An Explanation.Retrieved from: http://www.howardcc.edu/academics/academic_divisions/english/instructional/developmental_writing/teaching_grammar/the_constructivist_approach_to_teaching_grammar.
Krashen S. (1988) Teaching Grammar, Why Bother? Retrieved from: http://www.sdkrashen.com/content/articles/teaching_grammar_why_bother.pdf.
Prince M.J. and Felder, R.M. (2006) Inductive Teaching and Learning Methods: Definitions, Comparisons and Research Bases.Retrieved from: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/InductiveTeaching.pdf.
Raza, A. (2015). Deductive and Inductive approach to Grammar presentation. Scribd.com. Retrieved 12 March 2015, from http://www.scribd.com/doc/54701762/Deductive-and-Inductive-approach-to-Grammar-presentation#scribd
Richards, J. (1985).The Status of Grammar in the Language Curriculum.Retrieved from: http://catalogue.nla.gov.au/Record/5463188.
Richards, J. (2001). Approaches and Methods in Language Teaching New York: Cambridge University Press. Scrivener, J. (2011) Learning Teaching – The Essential Guide to English Language Teaching Macmillan
Silvia, A (2013) Deductive and Inductive Grammar Teaching Retrieved from: http://www.academia.edu/2344319/Deductive_and_Inductive_Grammar_Teaching Thornbury, S. (2002) How to Teach Grammar 5th Edition Essex: Pearson Education.
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Weatherford, H.J. (1997) Issues In The Teaching Of Grammar In A Foreign Language. Georgia Southern University.
Widodo, H. (2006) Approaches And Procedures For Teaching Grammar. English Teaching: Practice and Critique May 2006, Volume 5, Number 1.Number 1 (2006)
This literature review examines the existing research about using a deductive form of teaching grammar versus using an inductive form of teaching grammar. It examines the different applications of each approach and discusses advantages and disadvantages to the teaching and learning processes.
Teaching Grammar Using Deductive and Inductive Learning Approaches
Over the years, different teaching approaches and methods have been developed for use by teachers of English language development and the merits of teaching grammar in language lessons has long been a hot topic. Despite this, some distinct approaches have formed. This literature review examines two contrasting instructional approaches and discusses some of the advantages and disadvantages of each.Although these theories can be applied to the different elements of reading, writing, speaking, and listening, this paper specifically looks at the two approaches used in the teaching of the grammar sub-skill.
Literature Review
Whether to teach grammar or not has been debated to the present day. The efficacy of grammar teaching in class has thus far proved inconclusive and has long been a controversial issue. It is often seen as a barrier to the effective teaching of a second language however it is also perceived as being essential to the language acquisition process – for example by proponents of the Grammar Translation Method. The Grammar Translation Method is a way of studying a language’s grammar through the analysis of its rules and its uses are confined to reading and writing.
Much research has been carried out not only on the usefulness of teaching grammar in the classroom but also specific approaches for deductive and inductive teaching. Thornbury (2002) looked at the nature of grammar, the reasons for teaching grammar, and explored deductive and inductive teaching. He proposed that students should be active participants in the classroom and learning grammar for themselves rather than merely being fed input in a linear fashion. And although Krashen (1988) accepted that there are reasons for including direct grammar study, he did not propose that grammar teaching should be at the core of the English curriculum. Likewise, Richards (2001, 1985) supported the idea that grammar, although necessary, is not a sufficient component of language proficiency.
In general teaching terms, Prince and Felder (2006) looked at different methods under the rubric of the inductive approach, endorsing constructivist problem-based learning activities. Conversely, Bilash (2009) looked at both approaches but concluded that students understand and retain content more effectively through inductive learning. Finally, Vygotsky (1979) provided the key principles for a constructivist discovery-learning environment, which Blyth (1997) adapted for teaching grammar.
Grammar – To Teach or Not to Teach?
With the natural order of language learning being listening, speaking, and then reading and writing (which is how children acquire language), the Grammar Translation Method otherwise known as the Classical Method focuses on grammar rules, translation of texts, doing written exercises and vocabulary memorization but poses problems inasmuch as the students’ native language is the medium of instruction, which doesn’t improve a student’s ability to communicate in the target language (Brown, H.D., 1994). As the demand for oral language proficiency in Europe towards the mid-nineteenth century, the Grammar Translation Method’s demise was accelerated. From ideas based on research, reformers suggested that learners should hear the target language first before seeing it in its written form, grammar should be introduced in context before rules should be learnt and that grammar translation should be avoided. It was from these principles that the Direct Method was born (Richards, 1987).
Experts in the field of English language development such as Stephen Krashen also questioned the specific focus on grammar in language lessons (1988). He said that the effects of grammar teaching are “peripheral and fragile.” He proposed that students need to initially first acquire grammatical competence via extensive reading and that a grammar textbook should only be used later on in order to further develop accuracy. He added that if sufficient reading is continually encouraged, grammar textbook referral should only be occasional. Furthermore, grammatical development cannot provide the core basis for curricula where language proficiency is the aim (Richards, 1985). Subsequently, different techniques and methods have since formed and solidified.
Teaching Grammar Using the Deductive Approach
A good example of deductive teaching is seen in the fields of science and engineering, whereby the instructor introduces the subject matter by lecturing on general principles, then gives students practice in their applications for homework (Prince et al, 2006). Similarly, in the language classroom, the teacher introduces a new grammar point, explains the rules, and then gives examples which the students then put into practice. For example, when teaching a new grammar concept, the teacher introduces the form on the whiteboard, teaches the rules related to its use, and then puts the students to work in order to practice the concept via different exercises (Bilash, 2009).
This approach to language instruction is the most teacher-centered (Bilash, 2009) however Thornbury (2002) advocates that this approach can be a good way for a teacher to get straight to the grammar point, which can be a time-saver in the classroom. This approach also allows the teacher to deal with language points as they arise rather than having to anticipate them and prepare for them in advance. However, a drawback to using this approach is that it can be dull, over technical, and de-motivational (Raza, 2015). Adamson (2009) agrees inasmuch as it can be too mechanical and that it pays too little attention to meaning and can also fuel the belief that language learning is simply a case of learning the rules. Nevertheless, this approach can be a viable option for dealing with highly motivated students, teaching a particularly difficult concept, or for preparing students for written exams (Thornbury, 2002).
Teaching Grammar Using the Inductive Approach
The inductive learning approach is a constructivist view of learning which originated from Lev Vygotsky’s Sociocultural Theory. The theory emphasizes the concept of a socially mediated learning and development process utilizing the “zone of proximal development,” whereby learning takes place via the learner making connections between existing knowledge and that which they gain through guidance from peer interaction or the teacher (Vygotsky, 1979). Additionally, according to Blyth (1997), this approach can aid novice teachers by putting the focus on the learning process rather than teaching.
According to Howard Community College (2012), the constructivists’ approach to teaching grammar involves teaching it in context and not as a separate entity. It is taught using methods such as mini-lessons, grammar journals and peer group activities. This simply means that grammar is
taught using the students’ own work as models. These methods help students understand that evaluating grammar in their writing is a part of the revision process.
The inductive approach is especially useful for the development of critical thinking and fluency via a range of instructional methods including inquiry learning, problem-based learning, project-based learning, and discovery learning (Prince, 2006). Simply put, the teacher provides examples of the target grammar but it is the task of the learner to figure out the rules from these examples and it is the students’ job to notice the differences and similarities. The teacher does not give the rules from the outset but does provide support during the discourse process in order to help the students notice the structures, constants, and differences in the examples (Bilash, 2009).
For adult learners in particular, this process respects maturity and intelligence as well as acknowledging the role of cognitive processes in language acquisition (Widodo, 2006). An analysis of the effectiveness of problem-based learning was published by Dochy (1992) suggesting that students may acquire more knowledge in the short term when taught conventionally but are likely to retain knowledge longer when taught with problem-based learning via inductive methods.
Conclusion
Deductive approaches to grammar, where the rule is given and then applied to examples, suits students who prefer to be given grammar rules directly, which helps to avoid misunderstanding and ambiguity (Thornbury, 2002). However, starting lessons with grammar rules and presentation may not be an effective way of engaging learners from the outset and can lead to the class being too teacher-centered, increasing teacher talk time, and decreasing student talk time (Thornbury, 2002).
Furthermore, the language learning process requires the acquisition of certain skills, which can only be learnt through practice and not just by memorizing rules (Scrivener, 2011). Although the deductive method can be disadvantageous, it can be useful for supplementing learning when the students’ intuition fails to recognize some particular points of grammar, and are also useful when preparing students for grammar-based examinations (Silvia, 2013). Moreover, according to Silvia (2013) inductive methods equip learners to become more adept at discovering rules for themselves and exploits a greater degree of cognitive depth via being active participants in the learning process. It develops noticing and problem-solving abilities which if done collaboratively, provides extra opportunities to practice language.
Overall, regarding best practices for teaching grammar, research does not prove either way which approach is most effective. Some teachers are better at teaching one method than the other whilst at the same time, students vary in their ability to perform under one approach or the other (Weatherford, 1997). To decide upon the best approach, the teacher’s ability, academic level of the students and their learning styles are all important factors which need to be considered when deciding upon which classroom methods to use.
References
Adamson,R. (2009). Inductive and Deductive Teaching.Retrieved from: http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/inductivedeductive.html.
Bilash, O. (2009). Inductive and Deductive Instruction. Retrieved from: http://www2.education.ualberta.ca/staff/olenka.Bilash/best%20of%20bilash/inductivedeductive.html.
Blyth, C. (1997). A Constructivist Approach to Grammar: Teaching Teachers to Teach Aspect.The Modern Language Journal,81, 50-66.
Brown, H. D. (1994). Principles of Language Learning and Teaching. Englewood Cliffs, NJ: Prentice Hall Regents.
Dochy, F. J. R. C. (1992). Assessment of Prior Knowledge or Expertise as a Determinant for Future Learning: The Use of Prior Knowledge State Tests and Knowledge Profiles. London: Jessica Kingsley
Howard Community College (2012). The Constructivist Approach to Teaching Grammar: An Explanation.Retrieved from: http://www.howardcc.edu/academics/academic_divisions/english/instructional/developmental_writing/teaching_grammar/the_constructivist_approach_to_teaching_grammar.
Krashen S. (1988) Teaching Grammar, Why Bother? Retrieved from: http://www.sdkrashen.com/content/articles/teaching_grammar_why_bother.pdf.
Prince M.J. and Felder, R.M. (2006) Inductive Teaching and Learning Methods: Definitions, Comparisons and Research Bases.Retrieved from: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/InductiveTeaching.pdf.
Raza, A. (2015). Deductive and Inductive approach to Grammar presentation. Scribd.com. Retrieved 12 March 2015, from http://www.scribd.com/doc/54701762/Deductive-and-Inductive-approach-to-Grammar-presentation#scribd
Richards, J. (1985).The Status of Grammar in the Language Curriculum.Retrieved from: http://catalogue.nla.gov.au/Record/5463188.
Richards, J. (2001). Approaches and Methods in Language Teaching New York: Cambridge University Press. Scrivener, J. (2011) Learning Teaching – The Essential Guide to English Language Teaching Macmillan
Silvia, A (2013) Deductive and Inductive Grammar Teaching Retrieved from: http://www.academia.edu/2344319/Deductive_and_Inductive_Grammar_Teaching Thornbury, S. (2002) How to Teach Grammar 5th Edition Essex: Pearson Education.
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Weatherford, H.J. (1997) Issues In The Teaching Of Grammar In A Foreign Language. Georgia Southern University.
Widodo, H. (2006) Approaches And Procedures For Teaching Grammar. English Teaching: Practice and Critique May 2006, Volume 5, Number 1.Number 1 (2006)