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Ma. De Lourdes Moctezuma AguilarJosé de Escandón La Salle Ciudad Victoria, Tamps.
Let’s rethink grammar
explanations: Other alternativesTeacher Training Workshop by Rocio Heredia and M. Martha Lengeling
Presenters in this workshop proposed that teaching
grammar could have different perspectives, and explaining
the rule is not always the way to knowledge. We as teachers
can rethink the use of grammar explanations and use
The Deductive Approach to Grammar
As teachers, we might think that teaching grammar is an integral
part of the learning process. Even though this can be true, we should
also consider providing our students with opportunities to use
language in different contexts. Grammar explanation might not
always be necessary to get knowledge.
TWO DIFFERENT APPROACHES OF GRAMMAR DEDUCTIVE – Explicit rules are given by the
teacher, rule driven “When a deductive approach is used, an
example of a structure and the grammatical rule is given first and then the language is practiced” (Gower, Phillips & Walters, 1995, p.135)
INDUCTIVE– the student induces (discovers) the rule from exposure to language, rule discovery
“When an inductive approach is used, a context is stablished first from which the target structure is drawn” (Gower, Phillips & Walters, 1995, p.135
ACCORDING TO SAMWELL
Deductive :
General to specificExplicitRules firstRule driven learningCognitiveConsciousApplication of rulesTeacher center, dependent of teacherPassive reception
Inductive:
Particular to generalImplicitExposure to the language firstRule discovery learningAssociativeSubconsciousProblem SolvingLearner-CenterAutonomousActive perception
ADVANTAGES OF THE DEDUCTIVE APPROACH - THOMBURRY (1999)
Teacher goes straight to the point
Time saving
Respect for the intelligence and maturity of many
Confirms many students’ expectations about classroom learning
DISADVANTAGES OF THE DEDUCTIVE APPROACH - THOMBURRY (1999)
Students may not have sufficient met language.
Teacher-fronted, transmission-style classroom.
Explanations are seldom memorable
ADVANTAGES OF THE INDUCTIVE APPROACH - THOMBURRY (1999)
More cognitive depth which, again ensures memorability
Students more actively involved
Conductive to learning autonomy
DISADVANTAGES OF THE INDUCTIVE APPROACH - THOMBURRY (1999)
Time and energy consuming
Student may hypothesize the wrong rule
It places heavy demand on the teacher in planning
It may frustrate student
LET’S SEE HOW WE CAN WORK EACH
OF THE APPROACHES
IN CLASS
Let’s suppose that we are teaching PREPOSITIONS OF PLACE.
Would you start the class like this?
“Prepositions of place can be used to show where something is located. Some of the prepositions of place are in, on, at. If the object is located on a surface, you should use the preposition “on”, if…”
Or would you make up a funny story with the following images?
I think the students might be more engaged
with the funny story than with a whole
explanation of the rule!
I would say that the inductive approach can make students feel more relaxed, and if we lower the students’ anxiety, we can involve them more actively in the class.
GUIDE DISCOVERY
In a modified inductive approach by Saumell, V. Follow these steps: Exposure to language through examples or illustrations Observation and analysis of the language through
guided questions Statement of the rule Application of the rule in practice tasks graded by
difficulty or complexity
According to Scrivener (2011), “the key is to ask good questions, ones that encourage learners to notice language and think about it” (p.166) These questions deal with meaning, context, forms, errors, rules, to name a few aspects.
CONCLUSION Both approaches can offer advantages,
but the difference is the role of the teacher. In a deductive approach, the teacher conducts lessons by introducing and explaining the grammar and asking students to complete activities to practice the concepts; this approach is very teacher-centered. On the other hand, the inductive approach is more student-centered and strategies for learning are more context based.
Let’s think about our students, their learning styles, and mainly their needs to decide which approach to use in each of our lessons