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CHAPTER I. THE GENERAL INFORMATION ABOUT GRAMMAR
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| bet | 3/17 | | 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 EECHAPTER I. THE GENERAL INFORMATION ABOUT GRAMMAR
1.1 Methods and benefits of teaching grammar in classroom
Grammar is important in learning English as foreign language. In this case, grammar guides the students in constructing English sentence to communicate with other people. Grammar is bounded to other language skill like listening, speaking, reading, and writing. Radford (1989) says grammar is a model of those linguistic abilities of native speakers of language which enable them to speak and their language fluently. The native speaker grammatical competence is reflected type of institution which speaker has about their native speaker. Grammar is defined as the way a language manipulates and combines words (or bits of words) in order to form longer units of meaning. According to Ur, grammar may be roughly defined as the way a language manipulates and combines words (or bits of words) in order to form longer units of meaning. For example, in English the present form of the verb is in the third person has two distinct forms, and if the plural are is combined with a singular subject, the result is usually unacceptable or “ungrammatical”. There is a set of rules which govern how units of meaning may be constructed in any language: we may say that a learner who knows grammar is one who has mastered and can apply these rules to express him in what would be considered acceptable language forms.
The inductive method of teaching is a student-centric approach based on the idea that students are more likely to learn when they are actively engaged in the learning process. This approach challenges students to formulate their own beliefs or concepts by examining all the evidence provided and recognizing patterns to arrive at solutions. Educators often use it to help nurture children's inquisitive nature and foster creativity and group problem-solving.
The inductive method of teaching has many advantages and disadvantages.
Some advantages of this teaching method are:
Encourages student participation, builds natural curiosity in students, helps in developing a scientific mindset approach, promotes learning by a ‘doing’ approach.
Some disadvantages of this teaching method are: Time-consumingIt might lead students to develop incorrect rules.
The inductive method can follow either of the two approaches: experimental: Where you experiment and explore to form a hypothesis. Statistical: Based on numbers. The inductive teaching method is unique because it does not rely on a strict lesson plan or prior knowledge or guidelines, unlike deductive teaching, where teachers give direct instruction on what they want students to learn. Steps Involved in the Inductive Method of Teaching.
Following are the six steps involved in this method: Provide students with the relevant learning materials. These could be examples, images, keywords, data, etc. The inductive method can be used in any subject where factual or conceptual knowledge is gained. What are the advantages of encouraging learners to work rules out for of an inductive themselves? Rules learners discover for themselves are more likely to fit their existing mental structures than rules they have been presented with. This in turn will make the rules more meaningful, memorable, and serviceable. The mental effort involved ensures a greater degree of cognitive depth which, again, ensures greater memorability. Students are more actively involved in the learning process, rather than being simply passive recipients: they are therefore likely to be more attentive and more motivated. It is an approach which favors pattern-recognition and problem-solving abilities which suggests that it is particularly suitable for learners who like this kind of challenge. If the problem-solving is done collaboratively, and in the target language, learners get the opportunity for extra language practice. Working things out for themselves prepares students for greater self-reliance and is therefore conducive to learner autonomy.
The disadvantages of an inductive approach include:
The time and energy spent in working out rules may mislead students into believing that rules are the objective of language learning, rather than a means.
The time taken to work out a rule may be at the expense of time spent in putting the rule to some sort of productive practice. Students may hypothesis the wrong rule, or their version of the rule may be either too broad or too narrow in its application: this is especially a danger where there is no overt testing of their hypotheses, either through practice examples, or by eliciting an explicit statement of the rule. It can place heavy demands on teachers in planning a lesson. They need to select and organize the data carefully so as to guide learners to an accurate formulation of the rule, while also ensuring the data is intelligible.
However carefully organized the data is, many language areas such as aspect and modality resist easy rule formulation. An inductive approach frustrates students who, by dint of their personal learning style or their past learning experience (or both), would prefer simply to be told the rule. Research findings into the relative benefits of deductive and inductive methods have been inconclusive. Short term gains for deductive learning have been found, and there is some evidence to suggest that some kinds of language items are better 'given' than 'discovered'. Moreover, when surveyed, most learners tend to prefer deductive presentations of grammar. Nevertheless, once exposed to inductive approaches, there is often less resistance as the learners see the benefits of solving language problems themselves. Finally, the autonomy argument is not easily dismissed: the capacity to discern patterns and regularities in naturally occurring input would seem to be an invaluable tool for self-directed learning, and one, therefore that might usefully be developed in the classroom.
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