Teaching grammar effectively is a crucial aspect of language education. There are two main approaches to teaching grammar: the inductive and the deductive approach.
This blog post will explore these approaches within the context of the Presentation,Practice, and Production (PPP) framework, a widely-used teaching method in language education.
Inductive Approach
When teaching deductively, the teacher presents the grammatical structure explicitly at the onset of the lesson. The instruction usually entails a detailed explanation of the rules, forms, and contexts where the newly presented grammar can be used.
The inductive approach to teaching grammar involves presenting learners with examples and allowing them to discover the rules themselves (Thornbury, 1999). This approach is often considered more engaging and learner-centered, as it encourages students to actively participate in the learning process (Dörnyei & Murphey, 2003).
According to Harmer (2007), many lessons are built using the PPP (present, practice and produce) lesson structure.
In the PPP framework, the inductive approach can be applied as follows:
Presentation:
The first step in the PPP framework is the presentation phase. Begin by choosing a specific grammar structure or concept to focus on, such as the present continuous tense. Use real-life examples, visuals, or context-rich scenarios to introduce the target language. Remember to keep the language simple and relatable to your students' lives.For instance, when teaching the present continuous tense, you can show pictures of people engaging in different activities and elicit sentences from your students, such as "She is reading a book" or "They are playing soccer." Gradually, guide your students to notice the patterns in the sentences and understand the usage of the present continuous tense.
Practice:
When you have presented the grammar structure, move on to the practice phase. This stage allows students to internalize the concept by actively using the language in controlled activities. Provide a variety of exercises that gradually increase in complexity, giving students ample opportunities to practice the target language.
To practice the present continuous tense, you can create gap-fill exercises, role plays, or matching activities. For example, distribute a worksheet with incomplete sentences, and ask students to fill in the blanks with the appropriate present continuous verb forms. Encourage pair or group work to foster collaboration and peer support during the practice phase.
Production:
In the final phase of the PPP framework, it's time for students to showcase their understanding of the grammar concept through production. This stage encourages students to use the target language independently and creatively in meaningful contexts.
To promote production of the present continuous tense, design speaking or writing tasks that require students to express ongoing actions or future plans.
For instance, you can ask them to describe what they are doing at that moment, or have them write a short paragraph about their weekend plans using the present continuous tense. Encourage creativity and provide constructive feedback to help students improve their language production.
Deductive Approach
The deductive approach to teaching grammar involves explicitly presenting the rules to learners before they practice using them (Thornbury, 1999). This approach is often considered more teacher-centered and can be beneficial for students who prefer clear explanations and structure (Dörnyei & Murphey, 2003). This method has been widely used in many countries and most students with different backgrounds are familiar with this type of teaching.
In simple words, the deductive approach to teaching grammar is when the teacher explains the grammar rule to the students and then asks them to apply the rule to examples. For example, a teacher might explain the rule for using the past tense and then ask students to fill in the blanks in a sentence with the correct past tense verb.
In the PPP framework, the deductive approach can be applied as follow:
Presentation:
The first step in the PPP framework when teaching grammar deductively is the presentation phase. Begin by selecting a specific grammar rule or concept you want to teach, such as the present perfect tense. Introduce the rule by explaining it in clear and concise terms, using simple examples and visuals to aid comprehension.
For instance, when teaching the present perfect tense, you can explain that it is used to talk about past actions or experiences that have a connection to the present. Provide examples like "I have visited Paris" or "She has studied for the exam." Emphasize the structure and key words associated with the present perfect tense, ensuring your students understand how it differs from other tenses.
Practice:
Once you have presented the grammar rule, move on to the practice phase. This step allows students to solidify their understanding of the rule by engaging in structured activities that provide controlled practice. You can have them complete controlled practice exercises that require them to apply the rules they have learned. This can include activities such as gap-fills, sentence transformations, or error correction tasks.
To practice the present perfect tense, design exercises that focus on forming and using sentences correctly. For instance, provide fill-in-the-blank exercises or sentence transformation tasks where students have to change simple past tense sentences into present perfect tense. Offer clear instructions and provide support as needed to help students apply the rule accurately.
Production:
In the final phase of the PPP framework, it's time for students to apply the grammar rule in authentic and meaningful contexts through production activities. This stage encourages creativity and independent language use.
To promote production of the present perfect tense, design speaking or writing tasks that allow students to express their own experiences or actions. For example, ask them to share three things they have done recently or have them write a paragraph about a memorable trip they have taken. Encourage students to use the present perfect tense correctly and provide constructive feedback to help them refine their language skills. This can be achieved through role-plays, discussions, or creative writing tasks.
Which approach to use ?
As an ESL teacher, deciding between the inductive and deductive approaches for teaching grammar can depend on various factors, including the proficiency level of your students, their learning styles, and the specific grammar points you're focusing on.
Both approaches have their merits, so it's important to consider their strengths and limitations. Check the table below to see the differences between these two approaches.
|
Approach |
Advantages |
Disadvantages |
|
Deductive |
1. Provides clear rules and explanations that are easy to understand. 2. Offers a structured approach, suitable for students who prefer organized learning. 3. Saves time by directly presenting the rules, allowing quick acquisition of knowledge. |
1. May discourage critical thinking as students simply follow given rules without understanding the underlying logic. 2. Can be overwhelming if presented in a purely teacher-centered lecture format. 3. Limited opportunity for students to actively engage and apply the rules in context. |
|
Inductive |
1. Encourages critical thinking as students observe patterns and draw conclusions. 2. Facilitates deeper understanding and retention as students actively participate in the learning process. 3. Promotes independent learning by allowing students to develop problem-solving skills. |
1. Requires more time for students to discover and internalize grammar rules compared to deductive approach. 2. Can be challenging for students who prefer a more structured, step-by-step approach. 3. May result in occasional misconceptions if students make incorrect generalizations. |
References
2. Thornbury, S. (1999). How to teach grammar. Pearson Education Limited.
3. Lightbown, P. M., & Spada, N. (1999). How languages are learned. Oxford: Oxford University Press.
4. Ellis, R. (1993). The instructability of second language grammar. Studies in Second Language Acquisition, 15(2), 251-275.
5. Widodo, H. P. (2006). Approaches and procedures for teaching grammar. English Teaching: Practice and Critique, 5(1), 122-141. Retrieved from http://education.waikato.ac.nz/research/files/etpc/2006v5n1nar1.pdf