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Course paper
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| bet | 2/17 | | Sana | 19.09.2023 | | Hajmi | 275.61 Kb. | | #82766 |
Bog'liq ADVANTAGES AND DISADVANTAGES OF TEACHING GRAMMAR INDUCTIVELY pascal-work, Mavzu Buxgalteriya hisobida raqamlashtirish texnologiyalari Rej, 4-MATEMATIKA 333333333, Matematika 4-sinf, Холиков Зиёвиддин (2), THE TYPES OF MORPHEMES AND THE GRAMMATICAL CATEGORIES, таможня маълумотномалари бланкаси 2021 йил, salimov feruz ped, Xavfsizlik qoidalari (uzb 7-semestr 76-soat), R Javohir kurs ishi (Rahimov) (2), nodir, O‘RQ 410 сон 22 09 2016 “Mehnatni muhofaza qilish to‘g‘risida”gi, umar raximov, metodichka AutoCAD tajriba EEResearch method: The task accomplished by studying grammar from various sources
Structurally : The work consists of four parts : introduction , two chapters, conclusion and bibliography
The first chapter is on "The general information about grammar". The first chapter consists of 2 subchapters : 1.1 Methods and benefits of teaching grammar in classroom ( the subchapter discusses the methods of grammar teaching ). 1.2 Teaching grammar using the inductive approach ( this part include how to teach grammar inductively).
The second chapter is "The importance of teaching grammar inductively".
And this chapter consists of 2 subchapters: 2.1 Advantages and disadvantages of teaching grammar inductively and 2.2 The effect of inductive instruction
Bibliography contains the list of author's books used in the coursework and the internet sources.
INTRODUCTION
Teaching grammar needs an appropriate approach to make sure that grammar material is easily understood by students. There are different approaches of teaching grammar. Deductive and inductive instructions are two common approaches for teaching English grammar. Akar (2005) points out that deductive teaching is explained by given general rules directly about the subject that needs to be taught. The teacher provides grammar rules and explanations, then the students are asked to established their own examples. The inductive approach of teaching grammar involves presenting several examples that illustrate a rule and expecting students to notice how the rule works from these examples. The expectation is that students learn to recognize the rules of grammar in a more natural way during their own reading and writing.
Male added that the deductive approach may begin with the arrangement of rules or structures and then followed by examples in which rules are implemented. A study related to deductive teaching approach had been carried out by Berendse who examined two groups of Dutch secondary school students. They were taught the English simple past and present perfect tenses over the course of three sessions. After which they were given two grammaticality judgment tasks: the first one shortly after instruction and the second one six weeks later.
The results indicated that while there was little difference between the two groups on the former, the latter illustrated a greater degree of discrepancy, with the students who had received deductive instruction scoring higher than their peers who had been taught inductively. It was suggested that deductive is considered as better teaching approach because it is time-saving to explain complex grammar rules, it increase the students’ confident for examination, and it is suitable for many students’ expectations about classroom learning. Male stated that in inductive approach, the students tend to be more active as they were also introduced with grammar rules simultaneously. On the other hand, the aim of grammar teaching is to help the students find the rules themselves from the provided examples. In a study conducted by Kuder (2009), two groups of intermediate learners were given instruction on Spanish direct object pronouns.
It was concluded that those taught inductively did slightly better than the learners who had received deductive instruction, though the difference was not significant. The former also expressed a higher level of satisfaction in comparison with their deductively instructed counterparts. Sun and Wang (2007) studied the relative effectiveness of inductive and deductive approaches to learn collocations. The results showed that the inductive group improved significantly better than the deductive group in the performance of collocation learning and easy collocations seem to be more suitable.
That is to say, the advantages of inductive teaching for students are it inspires students’ thinking activities, motivates students’ learning interests, and taught a lot of new information by the time arriving general rule. The reason why grammar ability is chosen because grammar is the most important part in English that will be test in students’ national exam.
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