Why do learners fear grammar?

“Grammar is partly the study of what forms (or structures) are possible in a

language.

Thus, grammar is a description of the rules that govern how a language’s

sentences are formed” (Thornbury, 1999.

Harmer (1987: 1) defines grammar by saying “The grammar of a language is

what happens to words when they become plural or negative, or what word

order is used when we make questions or join two claueses to make one

sentence.”

THE MAIN APPROACHES TO TEACH GRAMMAR

 

 

In  the  case  of  grammar  teaching  there  are  two main  approaches. These  are 

deductive approach and inductive approach. Not with standing 

the  fact  that  deductive  and  inductive  approaches  have  the  common  goal  of 

teaching grammar they seperate from each other in terms of way of teaching. 

1. A Deductive Approach  Deductive  teaching  is  a  traditional  approach  in  which  information  about  target language and rules target language and rules are driven at the beginning of the class and continued with examples.The principles of this approach are generally used in the classes where the main target  is  to  teach grammar structuresteach grammar structures.  For  instance,  these  principles  are convenient  for  the  classes  that  grammar transtlation method  is applied(Nunan,1991).According  to  Thornbury’s  three bacic principles three bacic principles  a deductive lesson starts with :

1.1. presentationpresentation  of the rules by the teacher. 

2. Secondly  teacher  gives examples gives examples by  highlighting the grammar highlighting the grammar

structures. structures.

3. Then  students  make  practisepractise   with  the  rulesrules   and  produceproduce   their  ownown  

examplesexamples  at the end of the lesson (Thornbury, 1999).  

2. An Inductive Approach  Nunan (1999) identifies inductive approach as a processprocess  where learners  discoverdiscover  the grammar rules themselvesthemselves  by examining the examples.

In a inductive approach it is also possible to use a context for use a context for grammar rules. grammar rules. That is to say, learners explore the grammar learners explore the grammar rules in a text or an audio rather than isolated sentencesrules in a text or an audio rather than isolated sentences.

Thornbury (1999) notes that in an inductive approach learners are provided with samplessamples  which include the target grammar target grammar that they will learn. Then learners work on the examples and try to discover the rules themselves. When students obtain the grammar rules and they practice the language by creating their own examples.

THE MAIN DIFFERENCES BETWEEN A DEDUCTIVE

AND AN INDUCTIVE APPROACH IN GRAMMAR TEACHING

• A deductive and an inductive approach basically differentiate in:

•   1- lesson procedures

2- learner roles

3- teacher roles

4- usage of meta language in the teaching process.

A deductive approach is based on

 

1.the  top-down  theory which  the presentation  and explanation of  grammar  rules 

take the presence over teaching.

2.  The  language  is  taught  from  the  whole  to  parts  so  learners  understand  the 

grammar rules and structures firstly.

3.  Next,  they  see  the  examples  provided  by  teacher  and  finally  they  begin  to 

produce their own examples. 

In contrastIn contrast

an inductive teaching is based onan inductive teaching is based on:

1- The bottom-up theory which accepts the view that language learners tend to focus on parts rather than the whole. For this reason teaching process begins with a text, audio or visual in a context, 

2- Secondly learners work on the material to find the rules themselves ,

3- In the final stage, they give their own examples. (Block, 2003)

•The role of the learnerThe role of the learner

•In a deductive approach learners are passive recipients when teacher elicits the

rule on the board.

HoweverHowever,

•In an inductive approach they are active as they are responsible for exploring the

rules themselves.

That is to say, That is to say,

•While the process of learning is experimental in inductive approach it is more

traditional and descriptive in deductive approach. more profound knowledge of

language as learners study cognitively in order to discover the rules.

• It has been pointed out that when learners take place in the learning process

actively so as to discover the rules they develop their autonomy which makes them

good language learner (Hinkel and Fatos, 2002).

The role of the teacherThe role of the teacher

One another significant difference is the role of the teacher.

In a deductive teaching In a deductive teaching teacher is the authority in the the authority in the

classroomclassroom.

The main role of teacher is to present the new grammar item to

the learners.

Second role is to prepare exercises for the students.

Teacher is the organiser and controller of the classroom.

In an inductive teaching teacherteacher behaves as:

a guideguide and helperhelper while students study the

grammar rules themselves.

It appears that while deductive approach is

teacher-centered and traditional, inductive

approach is student-centered.

Applying deductive or inductive approach while teaching grammar depends on depends on

student variety in the classroom. student variety in the classroom.

All learners are different and they learn in different ways.

For instance their needs, ages, backgrounds and levels are the factors that are

taken into consideration by the teacher for choosing suitable teaching strategy. To

illustrate this, Brown (1994) remarks that adult learners are tend to deal with the

rules when they use target language since their mentality is able to think

abstract items. He has pointed out that deductive teaching is more appropriate

for adult learners and meet their expectations as they give more importance to rules

when they use the language so presentation of grammar rules firstly is more useful for

them.

On the other hand young learners On the other hand young learners are successful in exploring grammar structures

from the examples rather than learning them deductively since they are more likely to

learn by doing because grammar rules are complex and abstract for them .

COMBINATION OF DEDUCTIVE AND INDUCTIVE APPROACHES The comparison of these two approaches is the topic which has commonly

discussed teachers but there is no certain no certain answer for the question that which is more useful in teaching grammar.

The reason why there is no definite response for this question is the diversitydiversity in teaching and learning settings.

Today one another issue discussed by teachers is the applicabilityapplicability of combinationcombination of deductive and inductive approaches in one grammar session

• Each method is based on different teaching approaches ,• For example, while grammar translation method is based upon deductive teachingwhile grammar translation method is based upon deductive teaching• Direct method relies on inductive teachingDirect method relies on inductive teaching. • According to Andrews (2007), the audio- lingual method ), the audio- lingual method could be condisered as a

method where the grammar is taught both deductively and inductivelyboth deductively and inductively. • To illustrate this, in the audio- lingual method drills are used the basis of learning

process. Pupils are engaged with drills until they learn by heart them. During this process they are not provided are not provided any information about grammar structures.

• However, the main objective main objective of this method is to be able to speak accurately to be able to speak accurately in target language. Thus, in spite of the fact that drills are taught inductively, learners need to memorize grammar items in order to speak accuratelyneed to memorize grammar items in order to speak accurately

According to Brown (1994: 351) “ There may be some occasional momentsoccasional moments, of course, when a deductive approach -or a blend between the two- is indeed more appropriate”.

For example, to teach the simple past tensethe simple past tense, the teacher begins:

Step 1Step 1: A conversation with a student. The teacher asks a student to tell his last summer holiday.

Step 2: Student answers by using simple present tense as he has nono information about past tense.

Step3: Later, teacher corrects him by using past tense. Step 4Step 4 :Then, student repeats the correct sentence. Step 5:Step 5: After that teacher writes the past forms of some verbs on the board to

make learners practice.

In this process grammar is taught by using a deductive and an inductive a deductive and an inductive approaches approaches at the same time

•It is deductivedeductive by the aspect of writing the past forms of the verbs on the board,•It is also inductiveinductive since students practice the past tense by giving their own practice the past tense by giving their own

examples (Brown,1994)examples (Brown,1994)

Furthermore,

• It has been stated that it is highly probable to teach highly probable to teach

grammar by combination of deductive and inductive grammar by combination of deductive and inductive

teaching.teaching.

• It is more intensifier for as pupils’ attention is both

directed to grammar rules and meaning at the same time grammar rules and meaning at the same time (Mac Whinney, 1997 cited in Larsen-Freeman, 2003).

Does Teaching grammar in The Algerian Does Teaching grammar in The Algerian English system refer to English system refer to

Inductive or deductive method?Inductive or deductive method?

After Performing a

PPU or PDP Lesson &

•Once the learners have acquired the new functional

Language learning they need to see the Structural One ( grammar)

• Learners need to see the Language Form supported in the Functional language learning

This photo album contains sample pages to get you started.

To add your own pages, click the Home tab, and then click New Slide.

P = Presentation< Presenting the context in which the grammatical structure

appears > 

Aim: To get the learner see the structure- its form and meaning-in

contest. so here your learners will deal with the first Bloom's taxonomy category .knowledge < Learners recall knowledge: where they will define and identify the structure seen before .•The Learner will do that if he = defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states

I =Isolation The focus is temporarily on the grammatical item itself.

Aim : get the learner perceive & recognize the grammatical item what it looks like .

This goes also with the second category of Bloom's taxonomy

Comprehension: where your learners will be able to infer, interpret, paraphrase, predict, rewrite, summarize.…

A= AnalysisHere you will try to make your learners analyse the isolated items.

Aim: To get the learner perceive how they are formed,how they function and what they mean,in short what rules govern them.The objective is that the learner should understand the various aspects of the structure.This has a great link with the fourth category Analysis" ( Bloom's Taxonomy) where your learners will be able to: analyse, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

S = Stating ruleHere after they analyse you help them to formulate the grammar rule

And this what Bloom called "Synthesis" where the learners are able to Build a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure through the following key words "reconstruct, relate, reorganize, revise, rewrite, summarize, tell, write.

P= Practice(Both methods inductive &deductive)

1- Oral Work= shift to shift to ““PPU lessonPPU lesson””

P= Presentation “ drill” < Presentation of the new grammar item in a context of communication>

P= Guided practice < substitution of the key words >

UU= Use < free practice or feed back using the new grammar item in a communicative way>

P= Practice <Written Work>

The practice stage consists of a series of exercises. Three (3)Type of tasks may be included

a- Based form task: Mechanical manipulation

< All the learners have to do is to produce the Correct form . They get practice is SAYING or WRITINGThe new structure( manipulation of the written and spoken Form)but do not use it to express meaning. Focus is on Form only>

b- Meaning based task: Focus is on meaning. This time the production Focus is on meaning. This time the production Of the correct forms involves meaning as well and cannot be done without Of the correct forms involves meaning as well and cannot be done without Comprehension(they cannot be done through mere mechanical Comprehension(they cannot be done through mere mechanical

manipulationmanipulation)

c- Communicative based task: (emphasis is on transmitting message ) The target structure is used “To say” and “do things”.

Samples of inductive method from the Algerian Manuals

Presentation : A : Who is that ? B : That is Jim my friend . He is from England.

Isolation : who that he

Analysis :who= « wh question word » « that » demonstrative « he » = pronoun

Stating rule : • « who » « wh question word »•« that /this » ”demonstrative » •« he /she » « personal pronouns »

MS1 level File 2 ( Family & Friends)

Practice:Based form Task: Exercise: Re-order the words to make correct questions. 1- Sally/ is / who/?/ 2- English/ she /is/?/ 3- from/ is/?/she/where/ Meaning based task: Exercise : Match the pairs. 1- Sally is English a- age. 2- Sally is 10. b- family member 3- Sally is Tina’s sister. c- nationality .

Communicative based task:Activity 'a'p46 : Complete the conversation.Sally : Look. This is Charles.Aminata : Is he your brother ?Sally : Yes, he is .He 's a student et the university of Manchester.Aminata : And, who is thisSally : It's / He's my uncle.Aminata : what's his name ?Sally : His name is Peter.Aminata : Is he in Manchester, too ?Sally : No, he is not. He 's in Londonondon 

N.B: 1.Time will not permit to tackle the Functional learning objectives & the structural ones in the same séance so if teachersCan reach the Stating rule of the PIASP teaching method , they Will be able to tackle the Practice (Phase) in the next séance .

2. Teachers can also consolidate the grammar items with extra tasks ( worksheets) to be done as home works.

Thank you

 

REFERENCES 

    

Andrews, S. (2007) Teacher Language Awareness. Cambridge: Cambridge University Press 

 

Brown, H.D. (1987) Principles of Language Learning and Teaching. Englewoods Cliffs: Prentice Hall 

Brown,  H.  D.  (1994)  Teaching by Principles: An Interactive Approach to Language 

Pedagogy. Englewood Cliffs : Prentice Hall Regents 

 

Hall, Graham. (2011) Exploring English Language Teaching: Language in Action. the USA: Routhledge 

Harmer, J. (1987) Teaching and Learning Grammar. London: Longman 

 

Hinkel, E. and Fotos, S. (2002) New Perspectives on Grammar Teaching in Second Language 

Classrooms. New Jersey: Lawrence Erlbaum Associates, Inc 

 

Larsen-Freeman, D. (2003) Teaching Language From Grammar to Grammaring. Canada: Heinle 

Nunan,  D.  (1991)  Language Teaching Methodology: A Textbook for Teachers.  London: Prentice 

Hall International LTD 

Nunan, D. (1999) Second Language Teaching&Learning. Boston: Heinle&Heinle Publishers 

 

Rutherford, W. and Smith, M.S. (eds) (1988) Grammar and Second Language Teaching: A Book of

Readings. New York: Heinle&Heinle 

Shaffer,  C.  (1989)  A  Comparison  of  Inductive  and  Deductive  Approaches  to  Teaching 

Foreign Languages. The Modern Language Journal. 73 (4): 395-403 

 

Thornbury, S. (1999) How to Teach Grammar. Harlow: Longman

 Bounab Samir (2011) How to apply Bloom taxonomy in teaching grammar