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By the British Council

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An inductive approach to teaching language starts with examples and asks learners to find rules. It can be compared with a deductive approach that starts by giving learners rules, then examples, then practice.

Example
Learners listen to a conversation that includes examples of the use of the third conditional. The teacher checks that the students understand the meaning of its use through checking learners' comprehension of the listening text, and only after this focuses on the form, using the examples from the text to elicit rules about the form, its use and its pronunciation.

In the classroom
Inductive approaches to presenting new language are commonly found in course books, and form part of a general strategy to engage learners in what they learn. Some learners may need introduction to inductive approaches since they may be more familiar, and feel more comfortable, with a deductive approach.

Further links:
https://www.teachingenglish.org.uk/article/presenting-new-language https://www.teachingenglish.org.uk/article/teaching-grammar-inductively-catherine-walter https://www.teachingenglish.org.uk/article/planning-a-grammar-lesson

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An inductive approach to teaching language starts with examples and asks learners to find rules. It can be compared with a deductive approach that starts by giving learners rules, then examples, then practice. Example Learners listen to a conversation that includes examples of the use of the third conditional.

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By the British Council

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A deductive approach to teaching language starts by giving learners rules, then examples, then practice. It is a teacher-centred approach to presenting new content. This is compared with an inductive approach, which starts with examples and asks learners to find rules, and hence is more learner-centred.

Example
The form and use of the third conditional is explained to learners, then they have a gap-fill exercise to complete, then prepare their own examples.

In the classroom
The deductive approach may be suitable with lower level learners who need a clear base from which to begin with a new language item, or with learners who are accustomed to a more traditional approach and so who lack the training to find rules themselves.

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A deductive approach to teaching language starts by giving learners rules, then examples, then practice. It is a teacher-centred approach to presenting new content. This is compared with an inductive approach, which starts with examples and asks learners to find rules, and hence is more learner-centred.

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Inductive and deductive grammar teaching: what is it, and does it work?

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Inductive and deductive grammar teaching: what is it, and does it work?

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This article takes a look at both approaches, reasoning, grammar learning, and pros&cons. It also has good-quality references.

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Jon Hird, materials writer and teacher trainer, discusses inductive and deductive grammar teaching, comparing and contrasting the two, and debating the pros and cons of their use in the classroom.

There are two main ways that we tend to teach grammar: deductively and inductively. Both deductive and inductive teaching have their pros and cons and which approach we use when can depend on a number of factors, such as the nature of the language being taught and the preferences of the teacher and learners. It is, however, perhaps generally accepted that a combination of both approaches is best suited for the EFL classroom.

Some agreement exists that the most effective grammar teaching includes some deductive and inductive characteristics.
- Haight, Heron, & Cole 2007.

So what is deductive and inductive grammar teaching? In this blog, we will first take a look at the underlying principles of inductive and deductive reasoning and then look at how this applies to grammar teaching and learning. We will then briefly consider some of the pros and cons.

Deductive and inductive reasoning

Deductive reasoning is essentially a top-down approach which moves from the more general to the more specific. In other words, we start with a general notion or theory, which we then narrow down to specific hypotheses, which are then tested. Inductive reasoning is more of a bottom-up approach, moving from the more specific to the more general, in which we make specific observations, detect patterns, formulate hypotheses and draw conclusions.

Deductive and inductive grammar learning

These two approaches have been applied to grammar teaching and learning. A deductive approach involves the learners being given a general rule, which is then applied to specific language examples and honed through practice exercises. An inductive approach involves the learners detecting, or noticing, patterns and working out a 'rule' for themselves before they practise the language.

A deductive approach (rule-driven) starts with the presentation of a rule and is followed by examples in which the rule is applied.
An inductive approach (rule-discovery) starts with some examples from which a rule is inferred.
- Thornbury, 1999

Both approaches are commonplace in published materials. Some course books may adhere to one approach or the other as series style, whereas some may be more flexible and employ both approaches according to what the language being taught lends itself to. Most inductive learning presented in course books is guided or scaffolded. In other words, exercises and questions guide the learner to work out the grammar rule. The following course book extracts illustrate the two different approaches. The subsequent practice exercises are similar in both course books.

Q: Skills for Success Listening and Speaking Level 3 New Headway 4th Edition (Elementary)

Which approach - pros and cons?

First and foremost, it is perhaps the nature of the language being taught that determines if an inductive approach is possible. Inductive learning is an option for language with salient features and consistency and simplicity of use and form. The basic forms of comparative adjectives, as shown above, is an example of this. Conversely, teaching the finer points of the use of articles ( a/an, the) inductively, for example, would most probably be problematic. The metalinguistic tools that the learners will need to accomplish the task is also a factor.

However, the learner-centred nature of inductive teaching is often seen as advantageous as the learner is more active in the learning process rather than being a passive recipient. This increased engagement may help the learner to develop deeper understanding and help fix the language being learned. This could also promote the strategy of 'noticing' in the student and enhance learner autonomy and motivation.

On the other hand, inductive learning can be more time- and energy-consuming and more demanding of the teacher and the learner. It is also possible that during the process, the learner may arrive at an incorrect inference or produce an incorrect or incomplete rule. Also, an inductive approach may frustrate learners whose personal learning style and/or past learning experience is more in line with being taught via a more teacher-centred and deductive approach.

While it might be appropriate at times to articulate a rule and then proceed to instances, most of the evidence in communicative second language teaching points to the superiority of an inductive approach to rules and generalizations.
- Brown, 2007

Nevertheless, while there are pros and cons to both approaches and while a combination of both inductive and deductive grammar teaching and learning is probably inevitable, an inductive approach does seem to be broadly accepted as being more efficient in the long run, at least for some learners. Would you agree with this?

References

Brown, H.D. (2007). Principles of language learning and teaching. Pearson Longman.

Haight, C., Herron, C., & Cole, S. (2007). The effects of deductive and guided inductive instructional approaches on the learning of grammar in the elementary language college classroom. Foreign Language Annals, 40, 288-309.

Thornbury, S. (1999). How to Teach Grammar. Pearson.

Categories: Grammar & Vocabulary | Tags: Grammar, inductive grammar deductive grammar, Jon Hird | Permalink.

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Inductive and deductive grammar teaching: what is it, and does it work? - Oxford University Press

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Jon Hird, materials writer and teacher trainer, discusses inductive and deductive grammar teaching, comparing and contrasting the two, and debating the pros and cons of their use in the classroom. There are two main ways that we tend to teach grammar: ... Continue reading →

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Inductive Approach and Deductive Approach

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Inductive Approach and Deductive Approach

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Definition of both approaches, and the similarities between them.

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Online TEFL Certification and Job Offers worldwide

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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 represents a 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- (Rivers and Temperley 110). 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. (Goner, Phillips, and Walters 135) 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 (Goner, Phillips, and Walters 135). 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 and 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 (Rivers and Temperley 110). 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 (Goner, Philips, and Walters 134). 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 (Goner, Philips, and Walters 134). 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 (Goner, Philips, and Walters 129).

References:
Goner, Phillips, and Walters. Teaching Practice Handbook: Structures: Grammar and Function. Heinemann, 1995. 129-138.
Rivers, Wilga M., Temperley, Mary S. A Practical Guide to the Teaching of English as a Second or Foreign Language. Oxford University Press, 1978. 110.
*Feel free to share our articles, we only ask for credit! Be sure to mention International Teacher Training Organization as the author and a link back to our website: www.tefl-online.com.

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Inductive approach and deductive approach in TESOL

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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.

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Brief description of the Inductive and deductive approach ♥

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Brief description of the Inductive and deductive approach ♥

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By ITTO

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Learn to Teach English in 4 weeks | TEFL Certification in Mexico

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Understanding Inductive and Deductive Approaches in TESOL
As an instructor in teaching English to speakers of other languages (TESOL,it's vital that some of your training focus on different approaches to effective teaching in the English language classroom. The inductive approach and deductive approach in TESOL are two common methods for teaching English grammar. In the western world, deductive teaching approaches are common in classrooms where English is the first language. There are benefits to both approaches, though they are quite different.
Inductive
The inductive teaching approach in TESOL is a sort of discovery learning that focuses on the student. For example, an instructor might use or show a few examples of a grammar point in English and then ask students what they notice. In many cases, the grammar point might be introduced by simply engaging the students in a directed conversation to slowly introduce it. The teacher guides the students to noticing the grammar pattern, and finally explicitly exposes them to it.
Example
A teacher writes on the board a few examples of simple present and simple past sentences. The teacher then asks the students what differences they notice in the sentences. The students discuss the differences and maybe even try converting some simple sentences from present to past on their own. Finally, the teacher explains the rule for converting sentences from past to present.
Benefits
Although inductive teaching takes longer than deductive, many educators agree it is a very efficient method in the long run. Benefits include:

Student interaction and participation.

Students rely on their critical thinking to figure out the language.

Students gain deeper understanding of the language.

Deductive
A deductive approach is more teacher-centered learning where the points of English grammar are explicitly stated to the students and then tested. Once the grammar is introduced and explained, students usually complete grammar exercises to become familiar with the pattern. This is a method that has been commonly used in English classrooms in the west.
Example
A teacher writes examples of simple present and simple past sentences on the board. The teacher then proceeds to explain the differences between present and past in English. Once the lecture is complete, worksheets are handed out and students are asked to convert simple sentences from present to past.
Benefits
Although a little less effective than inductive teaching when used in TESOL, benefits to the deductive approach are:

Time in the classroom is spent only on the language principle.

Most material can be easily taught this way.

It encourages faster learning of material

There are clear differences to the inductive approach and deductive approach in TESOL. Inductive tends to be more efficient in the long run, but deductive is less time consuming. Much depends on the teacher and the students. You might try and compare both of these approaches at certain points in your teaching to see which is more effective for your students.

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Inductive and Deductive Approach in TESOL

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Understanding Inductive and Deductive Approaches in TESOL As an instructor in teaching English to speakers of other languages (TESOL,it's vital that some of your training focus on different approaches to effective teaching in the English language classroom. The inductive approach and deductive approach in TESOL are two common methods for teaching English grammar.

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This is part of a seminar of  a Teacher Training conducted by the British Council. It provides an idea of what we, as teachers, can do to try both approaches.

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From the British council

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Uploaded by British Council English and Exams on 2014-08-19.

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What are the pros and cons of inductive strategies for student learning? Pros: -Inductive strategies are a great place to start a new lesson or unit. "The Inductive Model is one way to assess students' prior knowledge at the beginning of an instructional unit-- to find out what your students know, or think they know, about a...

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Basic diferences between inductive and deductive

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Basic diferences between inductive and deductive

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Tip0003: Deductive Vs. Inductive Reasoning - Lessons - Tes Teach

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Deductive vs. Inductive.Deductive Reasoning.Inductive Reasoning.Deduct vs. Induct?.SEE The Difference.Tip0003 QUIZ: Deductive vs. Inductive Flashcards | Quizlet

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Also has a small section dedicated to how a teacher can decide which method is the best choice for a given topic.

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How personalized should the learning be? Students will usually be more involved in the learning experience and tend to participate more actively when an inductive approach is used. If a deductive approach is chosen, it is important to structure the learning experience in order to draw on students' prior experiences and learning, and to provide for their active involvement.

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There's not a lot of individual information for deductive

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This post was written by Susan Weymouth

A key ESL teaching concept is deductive versus inductive learning. Should you begin with a rule (such as a grammar rule concerning the past tense) and ask students to make it specific with their examples? Should you begin with something specific (such as important events in students' life stories) and ask students to generalize some rules of usage?

Our Western tradition of English language instruction has been deductive: put the verb conjugation chart on the board before class begins. However, research indicates that most ESL students retain more if they search for patterns in language and organize them with limited guidance and support. They discover the patterns themselves, although you as the teacher usually guide this discovery.

As H.D. Brown concludes, "While it might be appropriate at times to articulate a rule and then proceed to instances, most of the evidence in communicative second language teaching points to the superiority of an inductive approach to rules and generalizations." (1)

Balance is needed between inductive and deductive approaches, but remember that what may seem "natural" to you is often out-of-balance due to your past overexposure to ineffective teaching models.

Watch this teaching video in which Richard moves from stories in movies to key events in his past to student-to-student communication about their own lives. You will notice that grammar work occurs within a clear context. First, students have a communicative need for the language. Then they express their ideas while the teacher provides just enough focus on form to reinforce the grammar point.

1 Brown, H.D. (2007). Principles of language learning and teaching (5th ed.). White Plains, NY: Pearson Longman. 105.

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Inductive vs. Deductive Grammar Teaching in the ESL Classroom

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This post was written by Susan Weymouth A key ESL teaching concept is deductive versus inductive learning. Should you begin with a rule (such as a grammar rule concerning the past tense) and ask students to make it specific with their examples?

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Center for Innovation in Legal Education

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TESOL Training inductive v deductive approach.wmv

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I'm Don Johnson, a TESOL trainer with the University of California - Riverside in Seoul. This clip is from the beginning of my TESOL Grammar course. The content is based on Scott Thornbury's excellent book from 2000 entitled 'How to Teach Grammar' (Chapter 4).

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By Quiroz Mayra