The deductive method: The deductive method relies on reasoning, analysing and comparing.
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The inductive method - In the inductive method, the teacher induces the learners to realise grammar rules without any form of explicit explanation.
- The rules will become evident if the students are given enough appropriate examples.
- The inductive method is more effective in that students discover the grammar rules themselves while engaged in language use.
- Explicit teaching of grammar rules
- Practice and repetitive drills
- Learners are in control during practice – less fear of an incorrect answer
- Explicit instruction results in improvements in learning the targeted structures
- Practice drills have little relevance to using grammar effectively
Traditional/Explicit Approach
- Goal is communicative competence (ability to speak a language with linguistic proficiency and to use the language appropriately in different social contexts)
- Purpose is to learn the language, of which grammar is a part
- Grammar forms are taught in relation to meaning and use
- Makes real communication the focus of language learning
Communicative Approach
Inductive Teaching
- Learners discover rules for themselves
- Actively involved and collaborative
- Time consuming
Deductive Teaching
- Saves time as rules as explained by teacher
- Respects maturity of learners
- Encourages a teacher-fronted explanation
- Often less memorable than other forms of presentation
Communicative Approach
Example: Traditional & Communicative
Traditional
- Teach –ed forms, pronunciation and doubling rule
- List of irregular verbs to memorize
- Pattern practice drills for –ed
- Substitution drills for irregular verbs
Communicative
- Distribute two short narratives (A & B)
- Teach regular –ed forms using verbs from the text
- Teach irregular verbs that occur in the text
- Students read narratives
- In pairs (A & B), students interview each other
Which is Most Effective?
- Easy answer – a combination of methods
- Some learners have the ability to “pick up” linguistic features from exposure
- Few learners are capable of doing so efficiently
- Especially is post-pubescent or if exposure is limited to the classroom, as in many EFL contexts
- Communicative Competence model combines or balances explicit and communicative methodologies
- Provides students with a clear, well-explained theoretical framework (explicit)
- Provides students with a contextualized and natural environment to use the language (communicative)
Combination Approach
Aspects of a Combined Approach
- Makes real communication the focus of language learning
- Provides opportunities for experimentation and try what they know
- Requires tolerance of learners’ errors as they are a part of the process to achieve communicative competence
- Provides opportunities for both accuracy and fluency
Aspects of a Combined Approach
- Combination of structured output activities and communicative output activities
- To create activities that will encourage communicative competence:
- Purpose
- Information gap
- Multiple forms of expression
- Structured Output Activities
- Most common: information gap and jigsaw
- Structure comes from activities set up to practice a specific item of the language
- Bridge between instructor modeling and communicative output
- Communicative Output Activities
- Most common: role plays and discussion
- Allows for students to practice using all of the language they know in situations
- Can encourage creativity and innovation
Aspects of a Combined Approach
Example
Developing Activities
For curricula that introduce grammatical forms in a specified sequence:
- Describe the grammar point (form, meaning and use), give examples
- Practice the grammar point in communicative drills (structured output)
- Communicative task with opportunities to use the grammar point (communicative output)
Developing Activities
For curricula that follow a sequence of topics:
- Provide oral or written input that addresses the topic
- Review the point of grammar using examples from the material
- Have students practice the grammar point in communicative drills (structured output)
- Have students complete a communicative task (communicative output)
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