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Discovery Learning in Grammar Teaching

The discovery technique is a teaching method where students are not directly taught grammatical rules, but instead must discover them on their own by analyzing language examples. The goal is for students to understand and implicitly learn the rule through guided discovery, rather than receiving explicit instruction. This focuses students on a single grammatical point and emphasizes implicit over explicit knowledge. Lessons using this method involve students listening to passages with the target structure, identifying patterns while filling in blanks, discovering the rule with examples, checking for errors, and finally producing language using the new structure.

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John Carl Aparicio
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271 views2 pages

Discovery Learning in Grammar Teaching

The discovery technique is a teaching method where students are not directly taught grammatical rules, but instead must discover them on their own by analyzing language examples. The goal is for students to understand and implicitly learn the rule through guided discovery, rather than receiving explicit instruction. This focuses students on a single grammatical point and emphasizes implicit over explicit knowledge. Lessons using this method involve students listening to passages with the target structure, identifying patterns while filling in blanks, discovering the rule with examples, checking for errors, and finally producing language using the new structure.

Uploaded by

John Carl Aparicio
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

Discovery learning Method

What Is the Discovery Technique?

The discovery technique is a teaching method in which pupils are not given a goal grammatical structure
or rule upfront. Instead, pupils are given content that incorporates the goal structure. Students must
then find out the grammatical rule or patterns for themselves. The teacher's responsibility is to lead
learners to their discoveries, not to provide them with grammar rule information.

Although the discovery technique may appear to be comparable to task-based learning in that neither
delivers a grammar lesson upfront, there are major differences between the two. Students are given a
communication exercise in task-based learning, but the grammar required for this work is not stressed.
The discovery method, on the other hand, focuses on a single grammatical point, and the lesson's
purpose is to learn that point. The goal of the lesson is to get the learners to remember a grammar rule
rather than to perform a communication activity. Despite the lack of a direct lecture on a grammar
issue, the discovery technique nonetheless emphasizes the need to understand a goal structure.

The discovery technique places a stronger emphasis on implicit information, which is acquired through
implicit training. With the current learners, we frequently observe explicit knowledge. They can explain
a grammar rule and finish exercises appropriately when they are done alone. However, when it comes
to speaking and writing smoothly, learners with explicit knowledge may not always utilize the same
grammatical point appropriately. Students with implicit knowledge, on the other hand, appropriately
apply that grammar structure in fluent speech. They might not be able to explain why they're doing
what they're doing, that is, why they're acting the way they are.

Explicit knowledge is frequently the product of explicit instruction, which offers learners with a structure
and then uses that structure in specially designed tasks. Implicit instruction, on the other hand, presents
students with language in context before challenging them to deduce the grammar on their own. The
teacher's responsibility is to set up the conditions for their students to learn the grammar rule. Implicit
knowledge is frequently the result of this form of education.

Mechanics on using this Method

1. Listen for Comprehension

Read a passage to your students that contains the target structure. The purpose of the first read
through is to acquaint them with the passage's content as well as its grammatical
structure.

2. Listen with an Information Gap

Give your students a transcript of the passage you read, but this time with blanks in lieu of the
target grammatical structure. Students listen and try to figure out what they're hearing while
filling in the blanks with their best guesses.

3. Students Discover the Rule

Once your students have done the first two steps, give them several examples which use the
target structure correctly. Have your class work to “discover” the rule for themselves, and offer
then direction and guidance if it’s needed.
4. Do an Error Check

Now that your students have listened to the target structure and discovered the rule for
themselves, give them another passage that uses the target structure. This time, though, have
students check for errors in the targets structure.

5. Put Their Knowledge to Good Use

Allow your students to use the grammar structure they've just learned in this final phase. You
may have them respond orally by having them participate in a role play or by asking small groups of
students to debate questions that would elicit the goal structure. Students can also
write a response that incorporates the goal framework.

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