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Jon Hird, materials writer and teacher trainer, discusses inductive and deductive grammar teaching, comparing and contrasting the two, and debating the pros and cons of their use in the classroom ahead of his webinar on the topic on April 28th and 30th.
There are two main ways that we tend to teach grammar: deductively and inductively. Both deductive and inductive teaching have their pros and cons and which approach we use when can depend on a number of factors, such as the nature of the language being taught and the preferences of the teacher and learners. It is, however, perhaps generally accepted that a combination of both approaches is best suited for the EFL classroom.
So what is deductive and inductive grammar teaching? In this blog, we will first take a look at the underlying principles of inductive and deductive reasoning and then look at how this applies to grammar teaching and learning. We will then briefly consider some of the pros and cons.
Deductive and inductive reasoning
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. 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.
Deductive and inductive grammar learning
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 practice the language.
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 scaffolded. 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.
Q: Skills for Success Listening and Speaking Level 3 New Headway 4th Edition (Elementary)
These two approaches to reasoning 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.These two approaches to reasoning 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.
Which approach – pros and cons?
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.
Mistakes Management
1. “Bring” vs. “Take”
“Bring” means move towards. “Take” means move away. You bring your kids to school in the morning, and you take them home in the afternoon.
2. “You’re” vs. “Your”
“You’re” is a contraction meaning “you are.” “Your” indicates possession.You’re a nice person, but your attitude wasn’t great today.
3. “Its” vs. “It’s”
Another place where people make grammar mistakes by misusing contractions. “Its” is possessive, while “it’s” is short for “it is.” For example: See that car? It’s time to change its oil.
4. “A lot” vs. “Allot” vs. “Alot”
You might spend a lot of money. You might allot a certain amount of money to eating out. “Alot” is not a word.
5. “Lay” vs. “Lie”
This is one of those grammar mistakes that has a specific rule of thumb. If you can replace the word with either “put” or “place,” then “lay” is the correct word choice. Otherwise, use “lie.” You lie down, or you lay your body on the bed.
6. “Borrow” vs. “Lend”
You only borrow something from someone. You only lend something to another person. For example, Barry borrowed money from Lenny, who lended him cash. If you get that ingrained in your head this becomes among the simplest grammar mistakes to avoid.
7. “Affect” vs. “Effect”
If you’re influential, you affect someone. In other words, you have aneffect on them. “Affect” is a verb. “Effect” is a noun. It’s pretty much as simple as that, so this is one of those grammar mistakes that would be especially harmful to make in a spot where you need to look professional.
8. “Principle” vs. “Principal”
One of the grammar mistakes I’m most prone to. I have to continually remind myself that a “principle” is the word that means moral belief and that “principal” refers to rank. For example, my high school principal really values the principle of honesty.
9. “Which” vs. “That”
A lot of people think that these words are interchangeable; I did for a long time. On the contrary, though, they serve different purposes. “Which” generally introduces something about what it’s referring to that’s not essential. For example, “This is an apple, which I bought at a grocery store. “That” is always referring to something essential to the sentence. For example, “An apple that’s brown on the inside has gone spoiled.”
10. “May” vs. “Might”
“May” suggests uncertainty, whereas “might” suggests that chances are slimmer. You may make a lot of grammar mistakes in the future, but we don’t know for sure. You might avoid them altogether if you heed this advice, but it’s doubtful.
11. “Farther” vs. “Further”
“Farther” is the word to describe actual distances. He ran farther than five miles. “Further” describes lengths that are more abstract. Not drinking enough water during the race caused further problems than he expected.
12. “Disinterested” vs. “Uninterested”
“Disinterested” means impartial. Someone is disinterested in the outcome of a trial they have no stake in. “Uninterested” signifies not caring at all. A bookworm is uninterested in the winner of the sports match.
13. “Irregardless” vs. The Dictionary
It’s impossible not to use the word “irregardless” wrong, because it’s not a word at all. This is among the easiest grammar mistakes to avoid; just stop saying/writing/typing it.