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What do teachers see as priority to
teach while planning their lessons?
3’reflection
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Is grammar important?
Does grammar matter - Andreea S. Calude.mp4
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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
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Why do learners fear grammar?
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“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 language’s 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
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How to teach
Grammar?
• In the case of grammar teaching there are
two main approachestwo main approaches.
• These are deductive approach anddeductive approach and
inductive approach.inductive approach.
• Deductive and inductive approaches have
the common goal of teaching grammar
they separate from each other in terms
of way of teachingway of teaching.
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1. A Deductive ApproachA Deductive Approach
Deductive teaching is a traditional approachtraditional approach in which information about
target language and rulestarget language and rules are driven at the beginning of the class and continued
with examples.
The principles of this approach are generally used in the classes where the main
target is to teach grammar structuresteach grammar structures. For instance, these principles are
convenient for the classes that grammar translation method is
applied(Nunan,!!".#ccording to Thornbury$s three bacic principlesthree bacic principles a deductive lesson starts
with %
1.1. presentationpresentation of the rules by the teacher.
&. 'econdly teacher gives examplesgives examples by highlighting the grammarhighlighting the grammar
structures.structures.
. Then students ma)e practisepractise with the rulesrules and produceproduce their ownown
examplesexamples at the end of the lesson (Thornbury, !!!".
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2. An nductive Approach
Nunan (!!!" identifies inductive approach as a processprocess where
learners discoverdiscover the grammar rules themselvesthemselves by examining the
examples.
In a inductive approach it is also possible to use a context foruse a context for
grammar rules.grammar rules. That is to say, learners explore the grammarlearners explore the grammarrules in a text or an audio rather than isolated sentencesrules in a text or an audio rather than isolated sentences.
Thornbury (!!!" notes that in an inductive approach learners are provided with samplessamples which include the target grammartarget grammar that they
will learn. Then learners work on the examples and try to discover
the rules themselves. *hen students obtain the grammar rules and
they practice the language by creating their own examples.
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!H" #A$ D%%"&"$'"( )"!*""$ A D"D+'!,"
A$D A$ $D+'!," A--&A'H $ G&A##A& !"A'H$G
+ A deductive and an inductive approach basically differentiate in%
+ 1/ lesson procedures
2/ learner roles
0/ teacher roles
/ usage of meta language in the teaching process.
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A deductive approach is based on
.The top/down theorytop/down theory which the presentation and explanation ofgrammar rules ta)e the presence over teaching.
&. The language is taught from the whole to partswhole to parts so learnersunderstand the grammar rules and structures firstly.
. Next, they see the examplessee the examples provided by teacher and finally they
begin to produce their own examplesproduce their own examples.
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n contrastn contrast
An inductive teaching is based onAn inductive teaching is based on%%
!he bottom/up theory!he bottom/up theory which accepts the view that language learners
tend to focus on parts rather than the wholefocus on parts rather than the whole. For this reason teaching
process begins with a text, audio or visual in a context ( -- or -D- begins with a text, audio or visual in a context ( -- or -D-
frame wor)s"frame wor)s"
& 'econdly learners wor) on the material to find the rules themselvesto find the rules themselves ,
In the finalfinal stage, they give their own examplesgive their own examples. (/loc), &00"
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ProsPros andConsof
Inductive grammar
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PROSPROS OF INDUCTIVE GRAMMAROF INDUCTIVE GRAMMAR
• Rules are morememorablememorable,meaningfulmeaningful and
serviceableserviceable.
•
The mental effort involved ensures a greater degree ofcognitive depthcognitive depthwhich, again ensures greater
memorability.
• Students aremore actively involvedmore actively involvedin the learning
process.
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PROSPROS & CONS OF INDUCTIVE TEACHING& CONS OF INDUCTIVE TEACHING
• It is an approach which favorspattern-recognition andpattern-recognition and
problem-solving abilitiesproblem-solving abilities which suggests that it is
particularlySuitable for learners who like this kind of
challenge.
• If the problem-solving is donecollaborativelycollaboratively, and in the
target language, learners get the opportunity for extra
language practice.
• Working things out for themselvesWorking things out for themselvesprepares students
for greater self-reliance and is therefore conducive to
learner autonomy.
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PROS ANDPROS ANDCONSCONS OF INDUCTIVE TEACHINGOF INDUCTIVE TEACHING
• Thetimetime andenergyenergy spent in working out rules may
mislead students into believe thatrules are the objectiyerules are the ob jectiye
of language learning, ratherof language learning, ratherthan a means.than a means.
• The time taken to work out a rule may be at theexpenscexpensc oftime spent in putting the rule to some sort of
productive practice..
• Students may hypothesise the wrong rule, in itshypothesise the wrong rule, in its
application.application.
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PROS ANDPROS ANDCONSCONS OF INDUCTIVE TEACHING OF INDUCTIVE TEACHING
• It can placeheavy demands on teachers in planning a
lesson.
• An inductive approachfrustratesfrustratesstudents who, by dint of
their personal learning style or their past learning
experience (or both),would prefer simply to be told thewould prefer simply to be told therule.rule.
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!h l f h l
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What is the
role of the
teacher and
the one
learner in
both
methods?
!he role of the learner!he role of the learner
In a deductive approach learners are passive recipients when
teacher elicits the rule on the board.
HoweverHowever,
I n an inductive approach they are active as they are
responsible for exploring the rules themselves.
!hat is to say!hat is to say
*hile the process of learning is experimentalexperimental in inductive
approach it is more traditionaltraditional and descriptivedescriptive 1 in deductive
approach.
2ore profound )nowledge of language as learners study cognitively
in order to discover the rules. It has been pointed out that when learners ta)e place in the learning
process actively so as to discover the rules they developdevelop their
autonomyautonomy which ma)es them good language learner (3in)el and
Fatos, &00&".
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In an inductive teaching teacherteacher behaves as%
a guideguide and helperhelper while students study the
grammar rules themselves.
It appears that while deductive approach is
teacher/centered and traditional, inductive
approach is student/centered.
!h l f th t h!h l f th t h
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!he role of the teacher!he role of the teacher
4ne another significant difference is the role of the teacher.
n a deductive teachingn a deductive teaching teacher is 3
the authority in the classroomthe authority in the classroom.
The mainmain rolerole of teacher is to present the new grammar item to
the learners.
'econd role is to prepare exercises for the students.
Teacher is the organi5er and controller of the classroom.
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Applying deductive or inductive
approach while teaching grammar
depends on student variety in thedepends on student variety in the
classroomclassroom
All learners are different and they learn in different ways
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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.
+To illustrate this, /rown (!!6" remar)s that adult learners are tend to deal with
the rules when they use target language since their mentalitymentality is able to thin4
abstract items.
+ 3e has pointed out that deductive teaching is more appropriate for adult
learners and meet their expectations as they give more importance to rules when they
use the language so presentation of grammar rules firstly is more useful for them.
+On the other hand young learnersOn the other hand young learners are successful in exploring grammar structures
from the examples rather than learning them deductively since they are more li)ely to
learn by doing because grammar rules are complex and abstract for them .
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'#)$A!$ %
D"D+'!," A$D$D+'!," A--&A'H"(
Today one another issue discussed by teachersis the applicabilityapplicability of combinationcombination of
deductive and inductive approaches in one
grammar session
#ccording to /rown (!!6%7" 8 There may be some occasional momentsoccasional moments
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#ccording to /rown (!!6%7" There may be some occasional momentsoccasional moments,
of course, when a deductive approach or a blend between the two is indeed more
appropriate9.
For example, to teach the simple past tensethe simple past tense, the teacher begins%
(tep 1(tep 1% # conversation with a student. The teacher as)s a student to tell his last
summer holiday.
(tep 2(tep 2% 'tudent answers by using simple present tense as he has nono information
about past tense.
(tep03(tep03 :ater, teacher corrects him by using past tense.
(tep (tep %Then, student repeats the correct sentence.
(tep 53(tep 53 #fter that teacher writes the past forms of some verbs on the board to
ma4e learners practice.
In this process grammar is taught by using a deductive and an inductivea deductive and an inductive
approachesapproaches at the same time%+It is deductivedeductive by the aspect of writing the past forms of the verbs on the board,+It is also inductiveinductive since students practice the past tense by giving their ownpractice the past tense by giving their own
examples 6)rown1778examples 6)rown1778
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Furthermore,
+ It has been stated that it is highly probable to teachhighly probable to teach
grammar by combination of deductive and inductivegrammar by combination of deductive and inductive
teaching.teaching.
+ It is more intensifier for as pupils$ attention is both
directed to grammar rules and meaning at the same timegrammar rules and meaning at the same time
(2ac *hinney, !!; cited in :arsenFreeman, &00".
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• <ach method is based on different teaching approaches ,
•
For example, while grammar translation method is based uponwhile grammar translation method is based upondeductive teaching deductive teaching
• Direct method relies on inductive teachingDirect method relies on inductive teaching.
• #ccording to #ndrews (&00;8 the audio/ lingual method8 the audio/ lingual method could
be condisered as a method where the grammar is taught bothboth
deductively and inductivelydeductively and inductively.
• To illustrate this, in the audio/ lingual method drills are used the
basis of learning process. Pupils are engaged with drills until
they learn by heart them. During this process they are notare not
providedprovided any information about grammar structures.• 3owever, the main ob9ectivemain ob9ective of this method is to be able toto be able to
speak accuratelyspeak accurately in target language. Thus, in spite of the fact that
drills are taught inductively, learners need to memorize grammarneed to memorize grammar
items in order to speak accuratelyitems in order to speak accurately
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What strategy do you use or see suitable for your
learners to teach inductive or deductive grammar ?
Wh bb d f f h
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What abbreviation word can you form from the
following letters?
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After Performinga
PPU or PDP Lesson&
•Once the learners have acquired the new
functionalLanguage learning they need to see theStructural One ( grammar)
•
Learners need to see the Language ormsu!!orted in the unctional language learning
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""#he inductive method & $loom #a%onomy#he inductive method & $loom #a%onomy
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This photo album contains
sample pages to get you
started.
To add your own pages, click
theHome tab, and then click
New Slide.
P = Presentation< Presenting the context in which the grammatical structure
appears >
Aim:#o get the learner see the structure its form and meaningin
contest. so here your learners will deal with the first Bloom'staxonomy category .
knowledge < Learners recall knowledge: where they
will define and identify the structure seen before .
•The Learner will do that if he =defines, describes,identifies, knows, labels, lists, matches, names, outlines, recalls,
recognizes, reproduces, selects, states
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' ='solation 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 toinfer, interpret, paraphrase, predict, rewrite, summarize.…
A A l i
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A AnalysisHere you will try to make your learners analyse the
isolated items.
Aim:To get the learner perceive how they areformed,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 S i l
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S = Stating ruleHere after they analyse you help them to formulate the
grammar rule
This is what Bloom called "Synthesis"wherethe
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.
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P Practice($oth methods inductive &deductive)
1-Oral Work=shift toshift to““PPU lessonPPU lesson””
P= Presentation “ drill” < Presentation of the new grammar
item in a context of communication>
P= Guided practice < substitution of the key words >
UU= Use < free practice or feed back using the new grammaritem in a communicative way>
P Practice
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P Practice<Written Work>
The practice stage consists of a series of written exercises.
Three (3)Type of tasks are included:
a-Based form taskBased form 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 taskMeaning based task: Focus is on meaning. Focus is on meaning. This time the production Of
the correct forms involves meaning as well and cannot be done without
Comprehension(they cannot be done through mere mechanical manipulation )
c-Communicative based taskCommunicative based task: (emphasis is on transmitting
message ) The target structure is used “To say” and “do things”.
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Does Teaching grammar in TheDoes Teaching grammar in The
Algerian English system referAlgerian English system refer
toto
Inductive method?Inductive method?
deductive method?deductive method?
Both of them?Both of them?
None of them?None of them?
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Samples of inductive method
from the Algerian Manuals
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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?
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2.If you didn’t 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 what’s 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
# d ' (&00;" T h L A = b id = b id i it -
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#ndrews, '. (&00;" Teacher Language Awareness. =ambridge% =ambridge niversity -ress
/rown, 3.D. (!>;" Principles of Language Learning and Teaching . <nglewoods =liffs% -rentice 3all
/rown, 3. D. (!!6" Teaching by Principles: An Interactive Approach to Language
Pedagogy. <nglewood =liffs % -rentice 3all ?egents
3all, @raham. (&0" Exploring English Language Teaching: Language in Action. the '#% ?outhledge
3armer, A. (!>;" Teaching and Learning Graar. :ondon% :ongman
3in)el, <. and Fotos, '. (&00&" !ew Perspectives on Graar Teaching in "econd Language
#lassroos. New Aersey% :awrence <rlbaum #ssociates, Inc
:arsenFreeman, D. (&00" Teaching Language $ro Graar to Graaring. =anada% 3einle
Nunan, D. (!!" Language Teaching %ethodology: A Textboo& for Teachers. :ondon% -rentice
3all International :TD
Nunan, D. (!!! ' "econd Language Teaching(Learning . /oston% 3einleB3einle -ublishers
?utherford, *. and 'mith, 2.'. (eds" (!>>" Graar and "econd Language Teaching: A )oo& of
*eadings. New Cor)% 3einleB3einle
'haffer, =. (!>!" # =omparison of Inductive and Deductive #pproaches to Teaching
Foreign :anguages. The %odern Language +ournal . ; (6"% !760
Thornbury, '. (!!!" ,ow to Teach Graar . 3arlow% :ongman
/ounab 'amir (&0" 3ow to apply /loom taxonomy in teaching grammar
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Thank you
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