Ma. De Lourdes Moctezuma AguilarJosé de Escandón La Salle Ciudad Victoria, Tamps.

Let’s rethink grammar

explanations: Other alternativesTeacher Training Workshop by Rocio Heredia and M. Martha Lengeling

Presenters in this workshop proposed that teaching

grammar could have different perspectives, and explaining

the rule is not always the way to knowledge. We as teachers

can rethink the use of grammar explanations and use

The Deductive Approach to Grammar

As teachers, we might think that teaching grammar is an integral

part of the learning process. Even though this can be true, we should

also consider providing our students with opportunities to use

language in different contexts. Grammar explanation might not

always be necessary to get knowledge.

TWO DIFFERENT APPROACHES OF GRAMMAR DEDUCTIVE – Explicit rules are given by the

teacher, rule driven “When a deductive approach is used, an

example of a structure and the grammatical rule is given first and then the language is practiced” (Gower, Phillips & Walters, 1995, p.135)

INDUCTIVE– the student induces (discovers) the rule from exposure to language, rule discovery

“When an inductive approach is used, a context is stablished first from which the target structure is drawn” (Gower, Phillips & Walters, 1995, p.135

ACCORDING TO SAMWELL

Deductive :

General to specificExplicitRules firstRule driven learningCognitiveConsciousApplication of rulesTeacher center, dependent of teacherPassive reception

Inductive:

Particular to generalImplicitExposure to the language firstRule discovery learningAssociativeSubconsciousProblem SolvingLearner-CenterAutonomousActive perception

ADVANTAGES OF THE DEDUCTIVE APPROACH - THOMBURRY (1999)

Teacher goes straight to the point

Time saving

Respect for the intelligence and maturity of many

Confirms many students’ expectations about classroom learning

DISADVANTAGES OF THE DEDUCTIVE APPROACH - THOMBURRY (1999)

Students may not have sufficient met language.

Teacher-fronted, transmission-style classroom.

Explanations are seldom memorable

ADVANTAGES OF THE INDUCTIVE APPROACH - THOMBURRY (1999)

More cognitive depth which, again ensures memorability

Students more actively involved

Conductive to learning autonomy

DISADVANTAGES OF THE INDUCTIVE APPROACH - THOMBURRY (1999)

Time and energy consuming

Student may hypothesize the wrong rule

It places heavy demand on the teacher in planning

It may frustrate student

LET’S SEE HOW WE CAN WORK EACH

OF THE APPROACHES

IN CLASS

Let’s suppose that we are teaching PREPOSITIONS OF PLACE.

Would you start the class like this?

“Prepositions of place can be used to show where something is located. Some of the prepositions of place are in, on, at. If the object is located on a surface, you should use the preposition “on”, if…”

Or would you make up a funny story with the following images?

I think the students might be more engaged

with the funny story than with a whole

explanation of the rule!

I would say that the inductive approach can make students feel more relaxed, and if we lower the students’ anxiety, we can involve them more actively in the class.

GUIDE DISCOVERY

In a modified inductive approach by Saumell, V. Follow these steps: Exposure to language through examples or illustrations Observation and analysis of the language through

guided questions Statement of the rule Application of the rule in practice tasks graded by

difficulty or complexity

According to Scrivener (2011), “the key is to ask good questions, ones that encourage learners to notice language and think about it” (p.166) These questions deal with meaning, context, forms, errors, rules, to name a few aspects.

CONCLUSION Both approaches can offer advantages,

but the difference is the role of the teacher. In a deductive approach, the teacher conducts lessons by introducing and explaining the grammar and asking students to complete activities to practice the concepts; this approach is very teacher-centered. On the other hand, the inductive approach is more student-centered and strategies for learning are more context based.

Let’s think about our students, their learning styles, and mainly their needs to decide which approach to use in each of our lessons