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What do teachers see as priority to

teach while planning their lessons?


3

reflection

Teachers grammar title their lessons


Teachers miss their smart lesson objective and target grammar (since the current approach is CBA)
Teachers focus on the structural aspect of the lesson more than the functional one

Teachers vs
Grammar
in
our schools?

Teachers who tackle the functional aspect are in a hurry to reach the grammatical point of the lesson

Is grammar important?

Does grammar matter - Andreea S. Calude.mp4

Do you remember your first teacher of English?

Do you remember your first grammar lesson with him or her?

How did your teacher of English use to teach you grammar?


5 discuss with your colleague

Why do learners fear grammar?

Grammar is partly the study of what forms (or


structures) are possible in a language.

Thus, grammar is a description of the rules that


govern how a languages sentences are formed
(Thornbury, 1999.

Harmer (1987: 1) defines grammar by saying


The grammar of a language is what happens to
words when they become plural or negative, or

Inthecaseofgrammarteachingthereare
two main approaches.
approaches
These are deductive approach and
inductive approach.
How to teach
Grammar?

Deductiveandinductiveapproacheshave
the common goal of teaching grammar
they separate from each other in terms
teaching
of way of teaching.

1. A Deductive Approach
Deductiveteachingisatraditional approachinwhichinformationabout
approach
target language and rules aredrivenatthebeginningoftheclassandcontinued
withexamples.
Theprinciplesofthisapproacharegenerallyusedintheclasseswherethemain
target is to teach grammar structures.
structures For instance, these principles are
convenient for the classes that grammar translation method is
applied(Nunan,1991).
AccordingtoThornburysthree bacic principles a deductive lesson starts
with:
1.

presentationoftherulesbytheteacher.

2.

Secondly teacher gives examples by highlighting the grammar


structures.

3.

Then students make practise with the rules and produce their own
examplesattheendofthelesson(Thornbury,1999).

2.
An Inductive Approach
Nunan(1999)identifiesinductiveapproachasaprocesswhere
learnersdiscoverthegrammarrulesthemselvesbyexaminingthe
examples.
Inainductiveapproachitisalsopossibletouse a context for
grammar rules. Thatistosay,learners explore the grammar
rules in a text or an audio rather than isolated sentences.
sentences
Thornbury(1999)notesthatinaninductiveapproachlearnersare
providedwithsampleswhichincludethetarget grammar thatthey
willlearn.Thenlearners work on the examples and try to discover
the rules themselves.Whenstudentsobtainthegrammarrulesand
theypracticethelanguagebycreatingtheirownexamples.

THE MAIN DIFFERENCES BETWEEN A DEDUCTIVE


AND AN INDUCTIVE APPROACH IN GRAMMAR TEACHING

A deductive and an inductive approach basically differentiate in:


1- lesson procedures
2- learner roles
3- teacher roles
4- usage of meta language in the teaching process.

A deductive approach is based on

1.The top-down theory which the presentation and explanation of


grammarrulestakethepresenceoverteaching.
2. The language is taught from the whole to parts so learners
understandthegrammarrulesandstructuresfirstly.

3.Next,they see the examples providedbyteacherandfinallythey


begintoproduce their own examples.
examples

In contrast
An inductive teaching is based on:
1-The bottom-up theory whichacceptstheviewthatlanguagelearners
tendtofocus on parts rather than the whole.Forthisreasonteaching
whole
processbeginswithatext,audioorvisualinacontext(PPUorPDP
frameworks)
2-Secondlylearnersworkonthematerialto find the rules themselves ,

3-Inthefinalstage,theygive their own examples.(Block,2003)


examples

Pros

and
Cons
of
Inductive grammar

PROS

OF INDUCTIVE GRAMMAR

Rules are more memorable,


memorable meaningful and
serviceable.
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.

PROS

& CONS OF INDUCTIVE TEACHING

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,


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.

PROS AND

CONS

OF INDUCTIVE TEACHING

The time and energy spent in working out rules may


mislead students into believe that rules are the objectiye
of language learning, rather than a means.

The time taken to work out a rule may be at the expensc


of time spent in putting the rule to some sort of
productive practice..

Students may hypothesise the wrong rule, in its


application.

PROS AND

CONS

OF INDUCTIVE TEACHING

It can place heavy demands on teachers in planning a


lesson.

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.

The role of the learner

What is the
role of the

In a deductive approach learners are passive recipients when


teacherelicitstheruleontheboard.
However,
However
In an inductive approach they are active as they are
responsible for exploring the rules themselves.
That is to say,

teacher and While the process of learning is experimental in inductive


the one

approach it is more traditional and descriptive


descriptive ; in deductive

learner in

approach.

both

Moreprofoundknowledgeoflanguageaslearnersstudycognitively

methods?

inordertodiscovertherules.
Ithasbeenpointedoutthatwhenlearnerstakeplaceinthelearning
process actively so as to discover the rules they develop their
autonomy which makes them good language learner (Hinkel and
Fatos,2002).

Inaninductiveteachingteacherbehavesas:

a guide
guide and helper while students study the
grammarrulesthemselves.

It appears that while deductive approach is


teacher-centered

and

traditional,

approach is student-centered.

inductive

The role of the teacher


Oneanothersignificantdifferenceistheroleoftheteacher.
In a deductive teaching teacher is :

the authority in the classroom.


The main role ofteacheristopresentthenewgrammaritemto
thelearners.
Secondroleistoprepareexercisesforthestudents.

Teacheristheorganizerandcontrolleroftheclassroom.

Applyingdeductive or inductive
approachwhileteachinggrammar
depends on student variety in the
classroom

All learners are different and they learn in different ways.


For instance their :
needs, ages, backgrounds and levels are the factors that are taken into
consideration by the teacher for choosing suitable teaching strategy.
Toillustratethis,Brown(1994)remarksthatadult learners aretendtodealwith
theruleswhentheyusetargetlanguagesincetheirmentalityisabletothink
mentality
abstract items.
Hehaspointedoutthat deductive teaching is more appropriate for adult
learners andmeettheirexpectationsastheygivemoreimportancetoruleswhenthey
usethelanguagesopresentationofgrammarrulesfirstlyismoreusefulforthem.
On the other hand young learners aresuccessfulinexploringgrammarstructures
fromtheexamplesratherthanlearningthemdeductivelysincetheyaremorelikelyto
learnbydoingbecausegrammarrulesarecomplexandabstractforthem.

COMBINATION OF
DEDUCTIVE AND
INDUCTIVE APPROACHES
Todayoneanotherissuediscussedbyteachers
istheapplicabilityofcombinationof
deductiveandinductiveapproachesinone
grammarsession

AccordingtoBrown(1994:351)Theremaybesome occasional moments,


moments
ofcourse,whenadeductiveapproach-orablendbetweenthetwo-isindeedmore
appropriate.
Forexample,toteachthe simple past tense,theteacherbegins:
tense
Step 1:Aconversationwithastudent.Theteacherasksastudenttotellhis
last
1
summer holiday.
Step 2:Studentanswersbyusingsimple
present tense ashehas noinformation
2
no
aboutpast tense.
Step3: Later,teachercorrectshimbyusingpasttense.
Step 4:Then,studentrepeatsthecorrectsentence.
4
Step 5:Afterthatteacherwrites
the past forms of some verbs on the board to
5:
make learners practice.
In this process grammar is taught by using a deductive and an inductive
approaches atthesametime:
Itisdeductivebytheaspectofwritingthepastformsoftheverbsontheboard,
Itisalso inductive sincestudents practice the past tense by giving their own
examples (Brown,1994)

Furthermore,
It has been stated that it is highly probable to teach
grammar by combination of deductive and inductive
teaching.
Itismoreintensifierforaspupilsattentionisboth
directedtogrammar rules and meaning at the same time
(MacWhinney,1997citedinLarsen-Freeman,2003).

Eachmethodisbasedondifferentteachingapproaches,
Forexample,while grammar translation method is based upon
deductive teaching
Direct method relies on inductive teaching.
teaching
AccordingtoAndrews(2007), the audio- lingual method could
becondiseredasamethodwherethegrammaristaughtboth
deductively and inductively.
inductively
Toillustratethis,in the audio- lingual method drillsareusedthe
basisoflearningprocess.Pupils are engaged with drills until
they learn by heart them.Duringthisprocesstheyare not
provided anyinformationaboutgrammar structures.
However,themain objective ofthismethodisto be able to
speak accurately intargetlanguage.Thus,inspiteofthefactthat
drillsaretaughtinductively,learnersneed to memorize grammar
items in order to speak accurately

What strategy do you use or see suitable for your


learners to teach inductive or deductive grammar ?

What abbreviation word can you form from the


following letters?

After Performing
a
PPU or PDP Lesson
&
Once the learners have acquired the new
functional
Language learning they need to see the
Structural One ( grammar)
Learners need to see the Language Form
supported in the Functional language learning

The inductive method & Bloom Taxonomy

P=

Presentation

< Presenting the context in which the grammatical structure


appears >

Aim: To get the learner see the structure- its form and meaning-in
contest.

so here your learners will deal withthe first Bloom's


taxonomy category .
knowledge < Learners recall knowledge:
where
they
This photo album
contains
sample pages
get you .
will define and identify the structure
seento before
started.
The Learner will do that if he = defines, describes,

identifies, knows, labels, lists, matches,


outlines,
recalls,
Tonames,
add your own
pages, click
recognizes, reproduces, selects, states the Home tab, and then click
New Slide.

I =Isolation

The focus is temporarily on the grammatical item itself.

Aim : get the learner perceive & recognize the


grammatical item what it looks like .

This goes also with the second category of Bloom's taxonomy:


Comprehension: where your learners will be able to
infer, interpret, paraphrase, predict, rewrite, summarize.

A= Analysis

Here you will try to make your learners analyse the


isolated items.

Aim: To get the learner perceive how they are

formed,how they function and what they mean,in


short what rules govern them.The objective is that the
learner should understand the various aspects of the
structure.
This has a great link with the fourth category
Analysis" ( Bloom's Taxonomy) where your learners will
be able to: analyse, breaks down, compares, contrasts,
diagrams, deconstructs, differentiates, discriminates,
distinguishes, identifies, illustrates, infers, outlines, relates,
selects, separates.

S = Stating rule

Here after they analyse you help them to formulate the


grammar rule

This is what Bloom called "Synthesis" where the


learners are able to Build a structure or pattern from
diverse elements. Put parts together to form a whole,
with emphasis on creating a new meaning or structure
through the following key words:
"reconstruct, relate, reorganize, revise, rewrite,
summarize, tell, write.

P= Practice

(Both methods inductive &deductive)


1- Oral

Work=

shift to PPU lesson

P= Presentation drill < Presentation of the new grammar


item in a context of communication>

P= Guided practice

< substitution of the key words >

U= Use < free practice or feed back using the new grammar
item in a communicative way>

P= Practice

<Written Work>

The practice stage consists of a series of written exercises.


Three (3)Type of tasks are included:
a- Based form task:
task Mechanical manipulation
< All the learners have to do is to produce the Correct form . They get practice is
SAYING or WRITING
The new structure( manipulation of the written and spoken Form)but do not use it to
express meaning. Focus is on Form only>

b- Meaning based task:


time the production Of
meaning.
task Focus is on meaning.This

the correct forms involves meaning as well and cannot be done without

Comprehension(they cannot be done through mere mechanical manipulation)

c- Communicative based task:


task (emphasis is on transmitting
message )The target structure is used To say and do things.

Does Teaching grammar in The


Algerian English system refer
to
Inductive method?
deductive method?
Both of them?
None of them?

Samples of inductive method


from the Algerian Manuals

So :
what strategIes were used to teach the grammar item can- ?
-Which one is inductive and which one is deductive?

-Which one are you used to apply in your classroom?

2.If you didnt learn grammar at school, how do you feel about that fact now? How do you think
it influences your teaching of English grammar?
3.Learning grammar tends to be associated with students developing their accuracy in the
target language. Can you see any relationship between teaching explicit grammar and
developing communicative fluency?
4.Individuals have managed to learn languages well for hundreds of years, regardless of the
grammar teaching methods of the time. So whats all the fuss about? Discuss this assertion
with your colleagues.
5.It is often said that regardless of your preferred way of dealing with grammar in your English
course, it is essential that the English teacher has an excellent knowledge of English grammart
hemselves. Do you agree with this assertion, or do you think it is possible to be an
excellentEnglish teacher with little or no explicit grammar knowledge

REFERENCE

Andrews,S.(2007)Teacher Language Awareness. Cambridge:CambridgeUniversityPress

Brown,H.D.(1987)Principles of Language Learning and Teaching.EnglewoodsCliffs:PrenticeHall

Brown,H.D.(1994)Teaching by Principles: An Interactive Approach to Language

Pedagogy. EnglewoodCliffs:PrenticeHallRegents

Hall,Graham.(2011)Exploring English Language Teaching: Language in Action.theUSA:Routhledge

Harmer,J.(1987)Teaching and Learning Grammar. London:Longman

Hinkel,E.andFotos,S.(2002)New Perspectives on Grammar Teaching in Second Language

Classrooms. NewJersey:LawrenceErlbaumAssociates,Inc

Larsen-Freeman,D.(2003)Teaching Language From Grammar to Grammaring. Canada:Heinle

Nunan,D.(1991)Language Teaching Methodology: A Textbook for Teachers.London:Prentice


HallInternationalLTD

Nunan,D.(1999) Second Language Teaching&Learning.Boston:Heinle&HeinlePublishers

Rutherford,W.andSmith,M.S.(eds)(1988)Grammar and Second Language Teaching: A Book of


Readings. NewYork:Heinle&Heinle

Shaffer,C.(1989)AComparisonofInductiveandDeductiveApproachestoTeaching

ForeignLanguages.The Modern Language Journal.73(4):395-403

Thornbury,S.(1999)How to Teach Grammar.Harlow:Longman


BounabSamir(2011)HowtoapplyBloomtaxonomyinteachinggrammar

Thank you

yellowdaffodil66@gmail.com

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