going from inductive teaching to deduction in efl teaching

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going from inductive teaching to deduction in efl teaching plan i. introduction ii. main body: 1. reference to inductive and deductive teaching methods 2. use of inductive and deductive teaching 3. examples of deductive and inductive approaches iii. conclusion iv. list of used literatures introduction teaching grammar in an english as a foreign language class plays an important role, mainly in terms of enabling students to achieve linguistic competence. thus, finding a suitable method to teach it has been a subject of debate. topicality of the course paper: 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. the objectives of the course paper: in this regard, whether students learn language rules best by …

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and deductive to teaching grammar in order to determine which one is more effective in the efl classroom. in this regard, despite the fact that ecuadorian educators and authorities are aware of the importance of learning english and have adopted several measures to improve this process, students in ecuador do not obtain the desired efl proficiency level. therefore, the suggestion when teaching grammar deductively is to give students reasons as opposed to presenting rules, which may seem arbitrary, but they allow learners to see why things are the way they are thus, reducing the opportunity of grammar explanations. one of the most controversial and unanswered questions regarding effective language learning is the issue of whether grammar is taught deductively or inductively. this implies that the debate has always focused on how grammar could be taught explicitly, through a formal presentation of grammatical rules, or implicitly, through natural exposure to meaningful …

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their short- or long-term memory. moreover, research argues that the main difference between these two methods is the direction of the flow of information. whereas the direction of the flow of information in inductive teaching is from specific to general, the direction in deductive teaching is from general to specific. english grammar is not easy to learn for both native and non-native speakers. there are so many obscure rules and exceptions that make it difficult for the learners to understand this aspect of language. teachers have used various approaches to teaching grammar so that the learners can better absorb these rules and exceptions better and can use them efficiently in real-life situations. two of these approaches are associated with deductive and inductive teaching. the deductive approach emphasizes instruction before practice. a teacher gives students detailed explanations of a grammatical rule before they encounter the same rule in their own writing. …

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students learn the rules through examples and testing them out. this approach has two main advantages it keeps the student’s brain active as she tries to figure out how grammar works. it gives the teacher the chance to notice students’ questions and to correct errors when appropriate. the disadvantage of this approach, however, is that it takes more time to prepare for, and it takes up more class time. the inductive and deductive approaches to teaching english as a second or foreign language are common in the teaching-learning context. the inductive approach is a sort of discovery learning that focuses on the learner. for example, an instructor might show examples of a grammar point in english and then ask students about what they notice. this encourages the student to participate, to rely on his or her critical thinking to figure out the language, and to gain deeper understanding of the …

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ch we make specific observations, detect patterns, formulate hypotheses and draw conclusions. 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 scaf folded. 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. 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 …

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going from inductive teaching to deduction in efl teaching plan i. introduction ii. main body: 1. reference to inductive and deductive teaching methods 2. use of inductive and deductive teaching 3. examples of deductive and inductive approaches iii. conclusion iv. list of used literatures introduction teaching grammar in an english as a foreign language class plays an important role, mainly in terms of enabling students to achieve linguistic competence. thus, finding a suitable method to teach it has been a subject of debate. topicality of the course paper: 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 …

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