Deductive and Inductive Grammar Teaching
DEDUCTIVE AND INDUCTIVE GRAMMAR TEACHING
By Arnis Silvia (arnis.silvia@gmail.com)
I. Introduction: What is Grammar Teaching and Why?
In traditional setting, grammar teaching is seen as the presentation and practice of discrete grammatical structures. More comprehensively, Ellis1 (2006) defines grammar teaching as:
Grammar teaching involves any instructional technique that draws learners ' attention to some specific grammatical form in such a way that it helps them either to understand it metalinguistically and/or process it in comprehension and/or production so that they can internalize it.
Further, Ellis (2006) points out some key concepts in teaching grammar. First, some grammar lessons might consist of presentation by itself (i.e., without any practice), while others might entail only practice (i.e., no presentation). Second, grammar teaching can involve learners in discovering grammatical rules for themselves (i.e., no presentation and no practice). Third, grammar teaching can be conducted simply by exposing learners to input contrived to provide multiple exemplars of the target structure. Here, too, there is no presentation and no practice, at least in the sense of eliciting production of the structure. Finally, grammar teaching can be conducted by means of corrective feedback on learner errors when these arise in the context of performing some communicative task.
The notion that grammar should be carried out in instruction (grammar teaching) are explained by these four reasons, based on Nassaji and Fotos2 (2004) research on teaching grammar. 1) the 1980s hypothesis that language can be learned without some degree of consciousness has been found theoretically problematic. “noticing” is necessary in language learning to understand the form.
2) L2 learners pass through developmental sequences. This suggests that it needs a teaching process to facilitate and scaffold this sequences.
1
Ellis, R. Current Issues in the Teaching of
By Arnis Silvia (arnis.silvia@gmail.com)
I. Introduction: What is Grammar Teaching and Why?
In traditional setting, grammar teaching is seen as the presentation and practice of discrete grammatical structures. More comprehensively, Ellis1 (2006) defines grammar teaching as:
Grammar teaching involves any instructional technique that draws learners ' attention to some specific grammatical form in such a way that it helps them either to understand it metalinguistically and/or process it in comprehension and/or production so that they can internalize it.
Further, Ellis (2006) points out some key concepts in teaching grammar. First, some grammar lessons might consist of presentation by itself (i.e., without any practice), while others might entail only practice (i.e., no presentation). Second, grammar teaching can involve learners in discovering grammatical rules for themselves (i.e., no presentation and no practice). Third, grammar teaching can be conducted simply by exposing learners to input contrived to provide multiple exemplars of the target structure. Here, too, there is no presentation and no practice, at least in the sense of eliciting production of the structure. Finally, grammar teaching can be conducted by means of corrective feedback on learner errors when these arise in the context of performing some communicative task.
The notion that grammar should be carried out in instruction (grammar teaching) are explained by these four reasons, based on Nassaji and Fotos2 (2004) research on teaching grammar. 1) the 1980s hypothesis that language can be learned without some degree of consciousness has been found theoretically problematic. “noticing” is necessary in language learning to understand the form.
2) L2 learners pass through developmental sequences. This suggests that it needs a teaching process to facilitate and scaffold this sequences.
1
Ellis, R. Current Issues in the Teaching of
References: Mapple, R. New Wave 1, London: Longman, 1988 Nasaji, H Purpura, J.E. Assessing Grammar. Cambridge: Cambridge University Press, 2004 Richards, J.C & Rodgers, T.S Cambridge: Cambridge University Press, 2010 Richards, J.C, & Renandya, W.A (eds) Current Practice). Cambridge: Cambridge University Press. 2002 Thornbury, S. Walker and Elsworth. Grammar Practice for Intermediate Students. New York: Longman, 1986 Widodo, H.P Critique. May 2006, Volume 5, Number 1. 2006, p. 122-141