|
CHAPTER II . THE IMPORTANCE OF TEACHING GRAMMAR INDUCTIVELY
|
| bet | 8/17 | | 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 II . THE IMPORTANCE OF TEACHING GRAMMAR INDUCTIVELY
2.1 Advantages and disadvantages of teaching grammar inductively
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 disadvantages of an inductive approach:
-Much time and energy are spent while working out rules with students. -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. -It can demand teachers to work on planning a lesson. 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 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. That is to say, learners explore the grammar rules in a text or an audio rather than isolated sentences
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 disadvantages of an inductive approach:
-Much time and energy are spent while working out rules with students. -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.
-It can demand teachers to work on planning a lesson.
Teachers have long used the inductive approach in their lessons for teaching grammatical structures because it allows students to discover the grammatical principle for themselves, and to show how it is applied in the classroom. (Fischer, 1979; Zhou, 2008). However, there are pros and cons to the inductive approach. One of the advantages of the inductive approach is that it helps students to engage in their grammar learning process. For instance, in the Presentation stage of the PPP, the grammatical structure should be introduced to the student in a realistic context such as a dialogue or preliminary reading passage (Harmer, 2001).Through this relatable context, students are able to figure out the rules by themselves and to correct misconceptions. Another goal of the inductive approach is to “teach use rather than analysis of the language being taught" (Celce-Murcia, 199, p. 2). For example, in the Production stage, students already know the grammar functions, so they just need to activate the language they know.
One the other hand, inductive learning can be more demanding for some adolecents and adults. For example, the inductive approach can be less logical than the deductive approach, so students might feel uncertain about their grammatical knowledge. During the inductive learning process, the learner may arrive at an incorrect inference or produce an incorrect or incomplete rule especially if the structures of L1 do not corresponded to the target language.
English grammar is notoriously difficult to learn for both native and second-language speakers. There are so many intricacies, obscure rules, and exceptions that it comes as no surprise that different generations of teachers have used various approaches to teaching grammar to train literate English writers. In the past, memorization-based techniques that relied on repetition slowly gave way to more creative methods. Today, we live in a society that prizes literacy and is willing to adapt to more effective methods to achieve the best results in teaching grammar.
Diagramming sentence. One of the older forms of teaching grammar, diagramming sentences, first appeared in the 19th century. This method involves visually mapping the structures of and relationships between different aspects of a sentence. Especially helpful for visual learners, this method disappeared from modern teaching at least 30 years ago. Different forms of diagramming are used to visualize sentences, from the Reed-Kellogg System to dependency grammar, but all organize the functions of a sentence in a way that illustrates the grammatical relationships between words. More recently, diagramming sentences has had a small pop-culture resurgence in prints of famous opening sentences and websites that allow you to diagram to your heart’s content.
Learning through writing. This method is often used in schools in the U.S. and Canada. Students are encouraged to explore language through creative writing and reading, picking up correct grammar usage along the way. If there are specific problems with certain grammatical rules, these are covered in a more structured lesson. An emphasis is now being placed upon language acquisition over language learning, as it has been observed that learning grammar by memorization does not work well and that students are better able to recognize and understand grammatical rules when lessons are more interactive (i.e., they have to apply these rules in their own writing). Repeated practice is also important and easily achieved through creative or personal writing exercises. This article, posted by The Atlantic, suggests that to better equip future adult writers, teachers in the 21st century should consider dropping outdated grammar teaching techniques in early education and opt for learning through writing techniques.
Inductive teaching. The inductive method of teaching grammar involves presenting several examples that illustrate a specific concept and expecting students to notice how the concept works from these examples. No explanation of the concept is given beforehand, and the expectation is that students learn to recognize the rules of grammar in a more natural way during their own reading and writing. Discovering grammar and visualizing how these rules work in a sentence allow for easier retention of the concept than if the students were given an explanation that was disconnected from examples of the concept. The main goal of the inductive teaching method is the retention of grammar concepts, with teachers using techniques that are known to work cognitively and make an impression on students’ contextual memory.
Deductive teaching. The deductive method of teaching grammar is an approach that focuses on instruction before practice. A teacher gives students an in-depth explanation of a grammatical concept before they encounter the same grammatical concept in their own writing. After the lesson, students are expected to practice what they have just been shown in a mechanical way, through worksheets and exercises. This type of teaching, though common, has many people—including teachers—rethinking such methods, as more post-secondary level students are revealing sub-par literacy skills in adulthood. As one former teacher states, deductive teaching methods drive many students away from writing because of the tediousness of rote learning and teacher-centered approaches.
Interactive teaching. Another method of teaching grammar is to incorporate interactivity into lessons. Using games to teach grammar not only engages students but also helps them to remember what they’ve learned. This method allows teachers to tailor their lessons to the different learning styles of students. For instance, each student can be given a large flashcard with a word on it, and the students must physically arrange themselves into a proper sentence. Other games can include word puzzles or fun online quizzes.
Over the years, many methods have been developed for teaching grammar and have been built upon, abandoned, or combined, all with the same goal in mind—teaching students how to communicate effectively and understand how to use the English language. Because of the grammatical complexity of English, each method has its pros and cons. Some lessons are less likely to be remembered, while others may require more in-depth explanation and practice. Regardless of how grammar is taught, a well-rounded understanding of English grammar is the most important factor in improving the literacy of students.
What is inductive research?
Inductive requires you to apply more logic to your research work. To qualify as inductive findings, you will have to work from specific aspects to general ones. You might as well refer to inductive study as a ‘bottom up’ type of research. You will first need to make specific observations relevant to your work, focus on different measures, then carefully study patterns and all regularities. From these patterns, you will then develop a hypothesis that will help you further in building your case. Come up with a concrete hypothesis so that your research can be meaningful. You will use the hypothesis to build up scientific experiments by coming up with different data collection methods such as observation, interviews and questionnaires. Any mistake you make when coming up with the hypothesis will affect the whole study work. It would be best if you, therefore, were very careful when building up a hypothesis.
There are different approaches that you use when making data analysis. These approaches will offer you the most suitable theoretical orientation you could use. You should always highlight the type of approach you use in the literature review section. In this type of approach, you will have to move your findings from specific to a more general way. In the inductive approach, you have the chance to explore, go through different theories until you find a suitable one, use various methods of data collection until you come up with your findings. When finalizing your research, you come up with different conclusions of your findings. The methodologies you shall use in the inductive approach will help you build a substantive conclusion for your research.
|
| |
