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Teaching grammar using the inductive approach
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| bet | 4/17 | | 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 EE1.2 Teaching grammar using the inductive approach
Sometimes, teachersthink about which approach is best matched for the classroom. While teaching English grammar, usually the learners are being encouraged to work out grammar rules for themselves. So, what does it mean to teach grammar inductively? Let’s take a look at the underlying principles of the inductive approach to grammar teaching and learning.The inductive method has been applied to grammar teaching and learning for quite a long time. This encompasses the learners distinguishing the patterns for themselves before they practise the language. This method is usually common in published materials and can be compared with a deductive method. Teaching English grammar is a tough job especially if your class is a monolingual group and you know nothing of their language.
In a student-centered approach, the inductive style of teaching is based on the assumption that students are more likely to learn when they are actively participating in the learning process. Students are tasked with developing their own opinions or conceptions using this method by carefully analyzing all the available information and seeing patterns to find answers.
Educators often use it to encourage children’s natural curiosity, creativity, and collaborative group problem-solving. Here I am discussing the Inductive and Deductive Methods of Teaching.
Here’s an example of the inductive method in Teaching as Images of various instruments, including those from the wind, string, and percussion groupings, are shown to the students. They are required to sort them into categories, form groups, and explain their own reasoning. Their capacity for coming up with original solutions emerges.
The third conditional is used in a discourse that is being listened to by students. Before focusing on the form and using examples from the text to extract rules about the form, its use, and its pronunciation, the teacher first verifies that the students comprehend the meaning of its use by assessing learners’ understanding of the listening text. A teacher displays a few illustrations of simple present and simple past sentences on the board. The instructor then probes the class to identify any discrepancies in the sentences. The pupils compare the two and may even attempt to change a few straightforward sentences from present to past on their own. The teacher concludes by outlining the formula for changing past to present tense sentences. A teacher-centered approach is used when introducing new material to pupils while using the deductive style of teaching. It starts by giving students the rules and examples that go with them, then it moves on to particular exercises so they may practice. This approach is appropriate for slow learners who want a firm foundation to build upon and are more accustomed to the conventional manner. Continue reading to learn more about teaching methods that use deduction such as:
This form of planning has been used in many classrooms but falls under the deductive teaching method. This way of teaching is usually created by an activity-based teacher who plans the activities and the steps to be taken in a lesson. A good example of this would be the Science and Maths teachers as they teach technical skills that need to be taught in a step-by-step fashion. They start by explaining the concept or problem followed by an explanation of how to solve it, then break it down into smaller steps. Instruct students to find something familiar in the material provided. Instruct them to identify patterns.
-Instruct students to identify a problem (from various points of view) that needs to be solved. Instruct students to generate a range of possible solutions to an issue or problem and then choose the best one. Instruct students to organize steps to complete a task and develop their conclusions to formulate the hypothesis.
Teachers can use inductive reasoning to help students learn and understand concepts better. Teachers can allow students to share their thought processes while trying to answer and solve their concerns.
They are encouraged to participate in open discussions. But the teacher is required to be prepared for questions. With the inductive method of teaching, students are free to form their hypotheses about what they are learning and how to learn it. This thinking starts with specific observations or facts and then works to find a generalized conclusion that explains the facts. It is one type of reasoning that builds conclusions from observation.
In teaching, there are many theoretical approaches that have been developed to promote the students’ success in learning new information. In TESOL (Teaching English to Students of Other Languages), there are two main theoretical approaches for the presentation of new English grammar structures or functions to ESL/EFL students: inductive approach and deductive approach. They both have advantages and disadvantages.
The deductive approach Learning more traditional style of teaching in that the grammatical structures or rules are dictated to the students first, a more effective and time saving way under certain circumstances, namely monolingual classes. Thus, the students learn the rule and apply it only after they have been introduced to the rule. For example, if the structure to be presented is present perfect, the teacher would begin the lesson by saying, “Today we are going to learn how to use the present perfect structure”. Then, the rules of the present perfect structure would be outlined and the students would complete exercises, in a number of ways, to practice using the structure. In this approach, the teacher is the center of the class and is responsible for all of the presentation and explanation of the new material.
The inductive approach represents a different style of teaching where the new grammatical structures or rules are presented to the students in a real language context. The students learn the use of the structure through practice of the language in context, and later realize the rules from the practical examples. For example, if the structure to be presented is the comparative form, the teacher would begin the lesson by drawing a figure on the board the saying, “This is Jim. He is tall.” Then, the teacher would draw another taller figure next to the first saying, “This is Bill. He is taller than Jim.”
The teacher would then provide many examples using students and items from the classroom, famous people, or anything within the normal daily life of the students, to create an understanding of the use of the structure. The students repeat after the teacher, after each of the different examples, and eventually practice the structures meaningfully in groups or pairs. (Goner, Phillips, and Walters 135-136) With this approach, the teacher role is to provide meaningful contexts to encourage demonstration of the rule, while the students evolve the rules from the examples of its use and continued practice (Rivers and Temperley 110).
In both approaches the students practice and apply the use of the grammatical structure, yet, there are advantages and disadvantages to each in the EFL/ESL classroom. The deductive approach can be effective with students of a lower level, who are beginning to learn the basic structures of the language, or with students who are accustomed to a more traditional style of learning and expect grammatical presentations. The deductive approach however, is less suitable for upper level language students, for presenting grammatical structures that are complex in both form and meaning, and for classrooms that contain younger learners.
The advantages of the inductive approach are that students can focus on the use of the language without being held back by grammatical terminology and rules that can inhibit fluency. The inductive approach also promotes increased student participation and practice of the target language in the classroom, in meaningful contexts. The use of the inductive approach has been noted for its success in EFL/ESL classrooms world-wide, but its disadvantage is that it is sometimes difficult for students who expect a more traditional style of teaching to induce the language rules from context and that it is more time consuming.
Understanding the disadvantages and advantages of both approaches, may help the teacher to vary and organize the EFL/ESL lesson, in order to keep classes interesting and motivating for the students. Nunan (1999) identifies inductive approach as a process where learners discover the grammar rules themselves by examining the examples. In a inductive approach it is also possible to use a context for grammar rules. Thornbury (1999) notes that in an inductive approach learners are provided with samples which include the target grammar that they will learn.
Then learners work on the examples and try to discover the rules themselves. When students obtain the grammar rules they practice the language by creating their own examples. Inductive instruction emerged from “inductive reasoning, cognitive development and constructivist epistemology which was first used by Jean Piaget in 1967” It is generally defined in contrast with the traditional lecture based, deductive instruction. Prince and Felder present inductive instruction as a preferable alternative, which starts with a set of observations or experimental data to interpret, a case study to analyze, or a complex real-world problem to solve. In inductive instruction, students are led to analyze the data or scenario and solve the problem, creating the need for facts, rules and principles, at which point they are either presented with the needed information or helped to discover it for themselves.
However, it should be noted that an inductive approach does not eliminate the potential for frontal teaching or lectures. The teacher evaluates the learners’ knowledge, leads them to question and clarify it and enables the construction of new knowledge Rice (1945) suggests that the teacher’s primary role in inductive instruction is to help students learn, rather than “teach”. Mautone (2004) says that with an inductive approach, teachers show their students a series of examples and non-examples, then guide them toward noticing a pattern and coming up with the generalization or concept rule. The inductive approach refers to the style of introducing language context containing the target rules where students can induce such rules through the context and practical examples.
In other words, the sequence in this approach goes from creating a situation and giving examples to the generalization where students should discover such generalization by themselves or with the teacher's help. Further, Paradowski stated that the inductive approach is student centered and allows learners to become deeply involved in the language they are writing and offers potential for reflection. In the process of learning to write (learning-and-doing) they feel more important, are less passive, and do not get bored so easily during the lesson. Theories structure and inform sociological research. So, too, does research structure and inform theory. The reciprocal relationship between theory and research often becomes evident to students new to these topics when they consider the relationships between theory and research in inductive and deductive approaches to research. In both cases, theory is crucial. But the relationship between theory and research differs for each approach. Inductive and deductive approaches to research are quite different, but they can also be complementary. Let’s start by looking at each one and how they differ from one another. Then we’ll move on to thinking about how they complement one another.
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