Going from inductive teaching to deduction in efl teaching Plan Introduction

Going from inductive teaching to deduction in EFL teaching
Plan

1. 
   Introduction
   
2. 
   Main body:
   

1. 
   Reference to Inductive and Deductive Teaching Methods
   
2. 
   Use of Inductive and Deductive Teaching
   
3. 
   Examples of Deductive and Inductive Approaches
   

3. 
   Conclusion
   
4. 
   List of Used Literatures
   

Introduction

Teaching grammar in an English as a Foreign Language class plays an important role, mainly in terms of enabling students to achieve linguistic competence. Thus, finding a suitable method to teach it has been a subject of debate.

Topicality of the course paper: Deductive teaching is a traditional approach in which information about 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 structures.
The objectives of the course paper: In this regard, whether students learn language rules best by giving them information deductively or by reading textbooks, or if students are better off being given examples from which they find out the rules inductively by themselves. One learning approach would favor induction, with the added benefit that students learn how to figure out the rules on their own.
The aims of the course paper: Another important issue that contributes to learning in the English classroom is rapport. Good rapport between students and teachers would be beneficial to raise students’ motivation and interest in the classroom. Since grammar is a controversial and difficult aspect of EFL teaching, it is important to maintain appropriate rapport in the EFL classroom when grammar is explained and practiced. Rapport is essential in establishing a relationship between teachers and students and maintaining it in order to work and learn well together. This relationship allows them to enjoy one another and the class so that students feel motivated to do their best. The purpose of this study was to try both approaches inductive and deductive to teaching grammar in order to determine which one is more effective in the EFL classroom. In this regard, despite the fact that Ecuadorian educators and authorities are aware of the importance of learning English and have adopted several measures to improve this process, students in Ecuador do not obtain the desired EFL proficiency level. Therefore, the suggestion when teaching grammar deductively is to give students reasons as opposed to presenting rules, which may seem arbitrary, but they allow learners to see why things are the way they are thus, reducing the opportunity of grammar explanations. One of the most controversial and unanswered questions regarding effective language learning is the issue of whether grammar is taught deductively or inductively. This implies that the debate has always focused on how grammar could be taught explicitly, through a formal presentation of grammatical rules, or implicitly, through natural exposure to meaningful language use
Therefore, the present study focuses on exploring the difference in effectiveness between the inductive and deductive approaches to teach grammar in the EFL classroom. Additionally, the effectiveness of rapport during the English lessons was also assessed. The deductive and inductive methods of teaching are very distinct and they oppose each other in many aspects. The most important difference between these two methods lies in the role of the teacher. In a deductive classroom, the teacher gives lessons by introducing and explaining concepts to students, who are expected then to complete exercises or tasks to practice these concepts. This means that the deductive method is a teacher-centered approach. In an inductive classroom, however, the teacher makes use of a strategy known as noticing. That is, learners are given the chance to derive the rule from the examples provided to them. It is hypothesized that learners need to notice a concept, a structure, or a rule so that they can hold it in their short- or long-term memory. Moreover, research argues that the main difference between these two methods is the direction of the flow of information. Whereas the direction of the flow of information in inductive teaching is from specific to general, the direction in deductive teaching is from general to specific. English grammar is not easy to learn for both native and non-native speakers. There are so many obscure rules and exceptions that make it difficult for the learners to understand this aspect of language. Teachers have used various approaches to teaching grammar so that the learners can better absorb these rules and exceptions better and can use them efficiently in real-life situations. Two of these approaches are associated with deductive and inductive teaching. The deductive approach emphasizes instruction before practice. A teacher gives students detailed explanations of a grammatical rule before they encounter the same rule in their own writing. After the lesson, students are expected to practice what they have been shown or presented in an automatic way, through exercises and worksheets. On the other hand, the inductive approach involves presenting examples that clarify a specific rule and expecting students to notice the way in which the rule works from these examples. This approach allows for easier retention of the rule than if the students were given an explanation that was disconnected from examples of the rule.
Research argues that the deductive approach is the most traditional in grammar teaching.
The teacher through this approach explains the rule, usually in the first language, and then asks the students to practice some examples. The disadvantage of this approach is that the rule is easy to forget, and it is easy for the students to lose focus since the activity is not engaging and the rules have not been practiced in real-life examples. As for the inductive approach, the rules are normally discovered and not directly explained. Instead, students learn the rules through examples and testing them out. This approach has two main advantages It keeps the student’s brain active as she tries to figure out how grammar works. It gives the teacher the chance to notice students’ questions and to correct errors when appropriate. The disadvantage of this approach, however, is that it takes more time to prepare for, and it takes up more class time. The inductive and deductive approaches to teaching English as a second or foreign language are common in the teaching-learning context. The inductive approach is a sort of discovery learning that focuses on the learner. For example, an instructor might show examples of a grammar point in English and then ask students about what they notice. This encourages the student to participate, to rely on his or her critical thinking to figure out the language, and to gain deeper understanding of the language. On the other hand, the deductive approach is a more
teacher-centered approach where the grammar point is explicitly introduced and explained and then tested. This allows the instructor to spend time in the classroom only on the language principle and to encourage faster learning of material.
Reference to Inductive and Deductive Teaching Methods


These two approaches have been applied to grammar teaching and learning. A deductive approach involves the learners being given a general rule, which is then applied to specific language examples and honed through practice exercises. An inductive approach involves the learners detecting, or noticing, patterns and working out a ‘rule’ for themselves before they practise the language. Deductive reasoning is essentially a top-down approach which moves from the more general to the more specific. In other words, we start with a general notion or theory, which we then narrow down to specific hypotheses, which are then tested.[1] Inductive reasoning is more of a bottom-up approach, moving from the more specific to the more general, in which we make specific observations, detect patterns, formulate hypotheses and draw conclusions. Both approaches are commonplace in published materials. Some course books may adhere to one approach or the other as series style, whereas some may be more flexible and employ both approaches according to what the language being taught lends itself to. Most inductive learning presented in course books is guided or scaf folded. In other words, exercises and questions guide the learner to work out the grammar rule. The following course book extracts illustrate the two different approaches. The subsequent practice exercises are similar in both course books. First and foremost, it is perhaps the nature of the language being taught that determines if an inductive approach is possible. Inductive learning is an option for language with salient features and consistency and simplicity of use and form. The basic forms of comparative adjectives, as shown above, is an example of this. Conversely, teaching the finer points of the use of articles a/an, the inductively, for example, would most probably be problematic. The metalinguistic tools that the learners will need to accomplish the task is also a factor. However, the learner-centred nature of inductive teaching is often seen as advantageous as the learner is more active in the learning process rather than being a passive recipient. This increased engagement may help the learner to develop deeper understanding and help fix the language being learned. This could also promote the strategy of ‘noticing’ in the student and enhance learner autonomy and motivation. On the other hand, inductive learning can be more time- and energy-consuming and more demanding of the teacher and the learner. It is also possible that during the process, the learner may arrive at an incorrect inference or produce an incorrect or incomplete rule. Also, an inductive approach may frustrate learners whose personal learning style and/or past learning experience is more in line with being taught via a more teacher-centred and deductive approach.
Nevertheless, while there are pros and cons to both approaches and while a combination of both inductive and deductive grammar teaching and learning is probably inevitable, an inductive approach does seem to be broadly accepted as being more efficient in the long run, at least for some learners. Learners of English around the world may have different preferences for teaching approaches of grammar used in the English class, and possibly benefit to a different degree according to the approach in use. There may be a disconnect between what teachers perceive to be the most appropriate model of teaching, and the preferred and most effective ways in which the learning of English takes place. The aim of this study is therefore to contrast the use of inductive and deductive approaches while teaching English grammar among learners of English in tertiary, secondary and primary sectors around the world. These may often be in contrast to the approaches to language learning and teaching practised and promoted in countries. Inductive teaching is a bottom-up approach that gives learners greater responsibility for their own learning. Grammatical rules are not given, and instead, carefully selected materials illustrating the use of the target language within a context are supplied. Learners must therefore induce grammatical rules from such experiences of language in use. Language rules are induced from carefully graded exposure to and practice with examples in situations and substitution tables. Students therefore discover, with varying degrees of guidance from the teacher, the target language and induce the rules themselves. Deductive teaching involves the use of metalinguistic information presented explicitly by the teacher to the students at the onset of the lesson. This generally involves the provision of specific language rules, demonstrating how the new structures are formed and a breakdown of their components, and illustrating the type of contexts where they can be used. Language rule input is therefore, in the first instance, supplied by the teacher in a systematic and logical manner, often through the use of grammatical terminology. Successively,
learners are exposed to examples showing the meaning and use of the new grammatical structures, and then asked to create similar new sentences. These Explanation and practice sequences are usually, where PPP refers to the present, practice and produce method, and where students learn in linear, step by step sequences. Inductive and deductive approaches form the basis of well-known teaching methods: for example, grammar translation and cognitive code teaching are deductive, while audio-lingual, silent way, and total physical response are inductive.[2] Communicative language teaching is also essentially inductive, based on functions and notions syllabuses, rather than grammatical structures. Both approaches are practiced, but the deductive approach is primarily and often exclusively used learning environments.
Yet it is practised in addition to the outer and expanding circle countries, while that can be found in the private language provider sector environments. For example in placed within the expanding circle of English, education and language providers the use of inductive practices alongside with those having a deductive approach normally associated with countries. Not with standing the different attitudes towards the role of grammar-teaching view, namely that overt attention to language form is, in fact necessary, and effective when combined with opportunities for communication. Teaching via the mainly inductive approaches adopted countries enjoys great prestige worldwide, as opposed to the mainly deductive approaches used in TESEP countries, possibly because greater learner motivation and better understanding and retention of language have been said to be linked to it. Of several widely-used course books, most therefore tend to use the inductive approach possibly attributable to the popular influence of consciousness-raising activities where learners progressively become aware of how the meaning and use of language and how it is formed, Activate and Matters made use of the deductive approach. Because the inductive approach for grammar teaching has been often unquestioningly considered to be superior for many years, teaching materials used and methodologies adopted are therefore often similar and used indiscriminately across scenarios worldwide. Two very distinct and opposing instructional approaches are inductive and deductive. Both approaches can offer certain advantages, but the biggest difference is the role of the teacher. In a deductive classroom, the teacher conducts lessons by introducing and explaining concepts to students, and then expecting students to complete tasks to practice the concepts; this approach is very teacher-centred.
Conversely, inductive instruction is a much more student-centred approach and makes use of a strategy known as noticing. Let’s take a closer look at the differences between inductive and deductive instruction, and find out how noticing can be used in the language classroom to better facilitate student learning. A deductive approach to instruction is a more teacher-centered approach. This means that the teacher gives the students a new concept, explains it, and then has the students practice using the concept. 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. The deductive method is often criticized because, a) it teaches grammar in an isolated way, b ) little attention is paid to meaning, c) practice is often mechanical. This method can, however, be a viable option in certain situations; for example, when dealing with highly motivated students, teaching a particularly difficult concept, or for preparing students to write exams. In contrast with the deductive method, inductive instruction makes use of student noticing. Instead of explaining a given concept and following this explanation with examples, the teacher presents students with many examples showing how the concept is used. The intent is for students to notice, by way of the examples, how the concept works. Using the grammar situation from above, the teacher would present the students with a variety of examples for a given concept without giving any preamble about how the concept is used. As students see how the concept is used, it is hoped that they will notice how the concept is to be used and determine the grammar rule. As a conclusion to the activity, the teacher can ask the students to explain the grammar rule as a final check that they understand the concept. The deductive and inductive methods of teaching are very distinct and they oppose each other in many aspects. The most important difference between these two methods lies in the role of the teacher. In a deductive classroom, the teacher gives lessons by introducing and explaining concepts to students, who are expected then to complete exercises or tasks to practice these concepts. This means that the deductive method is a teacher-centered approach. In an inductive classroom, however, the teacher makes use of a strategy known as noticing. That is, learners are given the chance to derive the rule from the examples provided to them. It is hypothesized that learners need to notice a concept, a structure, or a rule so that they can hold it in their short- or long-term memory. Moreover, research argues that the main difference between these two methods is the direction of the flow of information. Whereas the direction of the flow of information in inductive teaching is from specific to general, the direction in deductive teaching is from general to specific.