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103
INDUCTIVE AND DEDUCTIVE APPROACH IN TEACHING
WRITING
Sultanova Sh.A. Email: Sultanova17146@scientifictext.ru
Sultanova Shahnoza Akmal qizi - Teacher, DEPARTMENT OF FOREIGN LANGUAGES, TASHKENT STATE UNIVERSITY OF THE UZBEK LANGUAGE AND LITERATURE NAMED AFTER ALISHER NAVOI, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the results of these studies have been contradictory. Some of them suggested inductive grammar instruction was more effective in terms of performance on grammar tests whereas some found deductive approach more useful. The purpose of the present study is to examine the effects of inductive and deductive grammar instruction on written production, grammar accuracy in writing tasks. It also explores their effects on the short term learning of grammar structures as well as the instructor's and students' perspectives on inductive and deductive grammar instruction.
Keywords: inductive, deductive, monolingual classroom, authentic material, grammatical structures, tendency, naturalistic approach, acquisition.
ИНДУКТИВНО-ДЕДУКТИВНЫЙ ПОДХОД В ОБУЧЕНИИ
ПИСЬМУ Султанова Ш.А.
Султанова Шахноза Акмал кизи - преподаватель, кафедра иностранных языков, Ташкентский государственный университет узбекского языка и литературы им. Алишера Навои, г. Ташкент, Республика Узбекистан
Аннотация: результаты исследований были противоречивы. Некоторые предположили, что индуктивное обучение грамматике было более эффективным с точки зрения производительности в тестах по грамматике, тогда как другие сочли дедуктивный подход более полезным. Целью настоящего исследования является изучение влияния индуктивного и дедуктивного обучения грамматике на письмо, грамматическую точность в письменных заданиях. Также исследуется их эффективность в краткосрочном изучении грамматических структур, а также взгляды преподавателя и студентов на индуктивное и дедуктивное обучение грамматике.
Ключевые слова: индуктивной, дедуктивной, одноязычный класс, аутентичный материал, грамматические структуры, тенденция, натуралистический подход, усвоение.
UDC 81-139
Introduction. Inductive and deductive approaches to teaching grammar have been studied since the beginning of the 20th century and continue to be the subject of quasi-experimental studies in the 21st century1. A large and growing body of literature has investigated the effects of deductive and inductive approaches on the acquisition of various grammatical structures. Deductive teaching is a traditional approach in which information about target 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 structures. For instance, these principles are convenient for the classes that grammar translation method is applied. A deductive approach is based on the
1 Nunan, D. (1991). Language teaching methodology. London: Prentice Hall International.
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top-down theory which the presentation and explanation of grammar rules take the precedence over teaching.
Methodology. The language is taught from the whole to parts so learners understand the grammar rules and structures firstly. 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. 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. Two very distinct and opposing instructional approaches are inductive and deductive1. Both approaches can offer certain advantages, but the biggest difference is the role of the teacher. In a deductive classroom, the teacher conducts lessons by introducing and explaining concepts to students, and then expecting students to complete tasks to practice the concepts; this approach is very teacher-centred. Deductive teaching is a traditional approach in which information about target 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 structures. For instance, these principles are convenient for the classes that grammar translation method is applied. According to Thornbury' s three basic principles a deductive lesson starts with presentation of the rules by the teacher. Secondly teacher gives examples by highlighting the grammar structures2. Then students make practise with the rules and produce their own examples at the end of the lesson. The issue of grammar instruction has always been and continues to be at the forefront of language teaching studies. After all, it is grammar which enables language users to string together clusters of words in a manner that is both correct and meaningful. Despite their agreement on the importance of grammar, many researches hold sharply contrasting views regarding how it should be taught in language classrooms. An important dichotomy regarding grammar instruction is that of deductive and inductive grammar instruction. The former involves providing learners with a specific rule and subsequently using the rule to generate meaningful examples of the structure. Inductive teaching methods, by contrast, employ a more indirect approach by providing language students with real-life instances of a particular structure and having them analyze them in the hope that they will be able to notice the similarities between the various examples and infer the underlying structure. In essence, a deductive method of teaching grammar entails a movement from rules to examples, whereas in the case of inductive techniques, the pattern is reverse. In general, inductive techniques tend to adopt a naturalistic approach, while deductive methods mostly entail raising learners' consciousness of a particular feature. The relative merits and demerits of inductive and deductive methods of teaching grammar have been researched rather exhaustively in both societies where English is predominantly spoken and countries where it is spoken as a second language. The problem is that the findings of such studies are not truly generalizable to parts of the world where English is considered a foreign language. Furthermore, despite this large volume of research, it can be seen that there is little agreement in this regard. Some studies have pointed to the superiority of deductive methods, while others have made a compelling case for inductive approaches. It was found that those learners who had been taught grammar deductively demonstrated significantly higher levels of accuracy than their peers who had been provided with inductive instruction. Several potential factors contributing to this result were identified, including adults' tendency to consciously process rules (as opposed to
1 Ahmed, C., Yossatom, Y. & Yossiri, V. (2012). Students' attitudes towards teachers' using activities in EFL class. International Journal of Academic Research in Business and Social Sciences, 2(5), 158164.
2 S.Thornberry How to teach Language, Pearson Education Ltd, Edinburg Gate, Harlow, Essex. Printed in Malaysia 2002.
children's comparatively automatic learning of languages), the greater emphasis placed on form in deductive approaches, the provision of overt explanations of form and meaning, and the learners' lack of familiarity with inductive teaching methods in general. The impact of these two methods of teaching grammar on fluency was also investigated. The analysis of the results indicated that there was no significant difference between the students in the control and experimental groups with respect to their fluent use of language during the picture description activity1. This could be due to the extra drilling the learners in the control group were subjected to, which may have helped internalize the structure, as well as the experimental group learners' relatively greater reluctance to participate in the production activity at the end of each lesson (most likely due to the uncertainty they harbored due to the absence of explicit rules during the instruction period). Taking the results of this study into account, it could be said that in EFL contexts, the use of deductive grammar instruction can potentially lead to greater accuracy and, as such, it may be in learners' best interests for language institutes to encourage the use of this approach towards grammar instruction in language classrooms in such contexts so as to help learners to be able to speak more accurately. Inductive learning is the process of 'discovering' general principles from facts2. In a language classroom, an inductive approach involves getting learners to discover rules and how they are applied by looking at examples.
Conclusion. The role of the teacher is to provide the language the learners need to discover the rules, to guide them in discovery if necessary, and then to provide more opportunities to practise. The inductive approach is often thought of as a more modern way of teaching: it involves discovery techniques; it seeks in some ways to duplicate the acquisition process; it often exploits authentic material; it has learners at the centre of the lesson; and the focus is on usage rather than rules.
References / Список литературы
1. Ahmed C., Yossatorn Y. & Yossiri V., 2012. Students' attitudes towards teachers' using activities in EFL class. International Journal of Academic Research in Business and Social Sciences. 2 (5). 158-164.
2. Gardner R., 1985. Social psychology and second language learning. The role of attitudes and motivations. Department of Psychology, the University of Western Ontario. London: Edward Arnold.
3. Nunan D., 1991. Language teaching methodology. London: Prentice Hall International.
4. Reid N., 2006. Getting started in pedagogical research in the physical sciences. UK Physical Sciences Center, University of Hull: Hull.
5. Thornberry S. How to teach Language, Pearson Education Ltd, Edinburg Gate, Harlow, Essex. Printed in Malaysia 2002.
1 Gardner R. (1985).Social psychology and second language learning. The role of attitudes and motivations. Department of Psychology, the University of Western Ontario. London: Edward Arnold.
2 Reid N. (2006). Getting started in pedagogical research in the physical sciences. UK Physical Sciences Center, University of Hull: Hull.
