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Teaching Grammar Inductively - (Literacy Strategy Guide)

This document provides guidance on teaching grammar inductively. It discusses teaching grammar through discovery rather than directly teaching rules, allowing students to generalize patterns on their own. The inductive approach encourages active learning and problem-solving. It helps students better understand and remember grammar structures.
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0% found this document useful (0 votes)
270 views8 pages

Teaching Grammar Inductively - (Literacy Strategy Guide)

This document provides guidance on teaching grammar inductively. It discusses teaching grammar through discovery rather than directly teaching rules, allowing students to generalize patterns on their own. The inductive approach encourages active learning and problem-solving. It helps students better understand and remember grammar structures.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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CONJUNCTION

NOUN ADVERB

VERB
gramma r
ti on

si
ep o

pr

The PRIMALS Compendium of Teaching Resources

This compendium was published with support


from the Australian Government through the
Basic Education Sector Transformation
(BEST) Program.

Permission to use or reproduce this publication


or parts of it in hard or digital copies for
personal or educational use is granted free,
provided that the copies are not reproduced or
distributed for
commercial purposes, and that proper credit is given
to the Austraian government.

Printed in the Philippines

First Printing, 2019


Literacy Compendium Kit

E N G L I S H L E S S O N P LANS F I L I P I N O L E S S O N P LANS L ITE RAC Y STRATEGIES

Grammar Awareness

Discovery Technique:
Teaching Grammar Inductively
G ram m ar is a n essential This guide discusses the
c o m p o n e n t o f lan guage learning. advantages of teaching
To enable learners t o use a variety grammar inductively and
of lang uage items accurately illustrates how teachers
a n d ap pr op r i a t e ly in different can help learners become
contexts, it is i m p o r t a n t t o help more actively involved in
t he m co nnect g r a m m a r items language ‘rule search.’
a n d structur es with t he
comm unicative f unct ions they
perform. In d o i n g so, learners will
ga in a b et t e r u nd e r s t a n d i n g o f ti on
how, why a n d when t o use
pa r t ic u lar la ngu age items a n d
si
ep o
struct ures a n d develop a n VERB
awareness o f how t he items make
m eaning in t he texts.

grammar NOUN pr CONJUNCTION

PRONOUN ADVERB

AWARENESS
GRAM MAR
Table o f Contents:

Background/Research Base 2
Purpose/Benefits 3
Description/Procedure 5
How Teachers Can Make
t h e Strategy Work 6
Applications Across
t he Cur riculum 7
Grammar Awareness

Discovery Technique:
Teaching Gra m ma r Inductively

Background / Research Base

Inductive learning is the process o f ‘discovering’


general principles f ro m facts. This process c a n also
be applied t o second lan guage teaching. In the
inductive a p p r o a c h t o teachi ng grammar, t he t eacher
provides examples of texts t h a t include p ar t i cu l a r
gr am mat ic al features a n d invites t he learners t o
examine those features. Vocabulary is t he knowledge
of words a n d word meanings. As Steven Stahl (2005)
put s it, "Vocabulary knowledge is knowledge; the
knowledge of a word n o t only implies a definition, b u t
also implies how t h a t word fits i n t o t he world."

The approach involves the learners rules (Gollin, 1998). That is why
in detecting, or noticing patterns and some researchers used the term
working out a ‘rule’ for themselves inductive as ‘rule search.’
(known as ‘guided discovery’) before
they practice the language. More Inductive approach is the reverse
specifically, the inductive approach process of deductive approach that
exposes learners to examples of proceeds from the presentation
language use, immersing them in the of a rule by a teacher to the
use of the target language items provision of examples in which
and then prompting them to the rule is applied followed by
generalize the patterns of the language practice that learners can
language. It engage in. The deductive
involves inferences from the particular approach happens when a
instances to general) and discovering teacher presents

2 T he PRIMALS C o m p e n d i u m o f T eaching Resources | LITERACY STRATEGY GUIDES


grammar rules first followed by to figure out the language, and
various forms of practice to be done they gain deeper understanding of
by the learners. Applying a general the language.
rule to specific instances is what
deductive approach is (Gollin, 1998).

In the inductive approach, learners


tend to be more active as they Purpose / Benefits
consciously discover grammar
rules with the help of the teacher. According to Adamson (2009, cited
Literature on approaches to teaching by Male, 2018), there are advantages
grammar favors the approach as a in using the inductive approach to
better strategy for building learners’ English grammar teaching:
grammatical and communicative skills
than the deductive approach. • Rules learners discover for
themselves are more likely to fit
Adopting an inductive approach their existing mental structures
to English grammar teaching than rules they have been
can help learners to rediscover presented with. This in turn will
their subconscious knowledge of make the rules more meaningful,
English grammar and bring it to memorable, and serviceable.
consciousness, as the grammar • The mental effort involved
of a language is acquired through ensures a greater degree of
abstracting a set of grammatical cognitive depth which again
rules from language data, rather than ensures greater memorability.
through imitation (Zhou Ke, 2008). • Learners are more actively
involved in the learning process,
Chomsky (2002, cited in Zhou Ke, rather than being simply
2008) suggests that an inductive passive recipients; they are,
approach can help learners to therefore, likely to be more
attentive and more motivated.
rediscover their subconscious
knowledge of English grammar • It is an approach which favors
and bring it to consciousness, pattern-recognition and problem-
solving abilities which suggest
as the grammar of a language is
that it is particularly suitable for
acquired through abstracting a set of
learners who like this kind of
grammatical rules from language data challenge.
rather than through imitation.
• If the problem-solving is done
collaboratively, and in the target
Although the inductive approach to language, learners get the
teaching grammar takes longer than opportunity for extra language
deductive, many educators agree practice.
that it is a very efficient method in • Working things out for themselves
the long run. Its benefits include prepares learners for greater
learner interaction and participation, self-reliance and is, therefore,
learners rely on their critical conducive to learner autonomy.
thinking

G r a m m a r Awareness | D i s c o v e r y Te c h n i q u e : Te a c h i n g Gr a m m a r In d u c t i v e ly 3
Some reasons why language teachers • the rules and structures students
need to use this approach to discover are often more valid,
teaching grammar: relevant and authentic than in a
deductive approach, as they can be
• it moves the focus away from the drawn from real use of English;
teacher as the giver of knowledge • it reflects the acquisition
to the learners as discoverers of it; process that children learn by,
• it can be particularly effective i.e., being in contact with the
with low-level and with certain language and using it, then
types of young learners. It finding rules and applying them
enables these learners to focus to new contexts;
on use, not complex rules and • language teachers are able to
terminology; respond better to the needs of
• it allows utilization of authentic their learners, and support and
material from a wide range encourage new learning styles and
of sources to present the strategies.
target language;

Description / Procedure

Scrivener (1994, cited by Adrian 2. He/She then asks the learners


Tennant (2005), suggested ‘discovery probing questions for them to
technique’ as an inductive way notice and give out extracts or draw
of teaching grammar. Here is an the target structure and functions
from the text. He/She asks learners
example of how the inductive
to see how many examples they
approach works in a second language
can find of a particular form or
arts classroom:
grammatical pattern. These are
then examined more closely to
The teacher’s aim in a grammar observe the functions they perform
lesson is that learners understand at both the sentence and text level.
meaning, form and use of a
3.Through the teacher’s scaffolding,
grammatical item (target structure)
the learners detect, or notice
and its function/s in oral and written
patterns and thereafter, discover a
discourse. ‘grammatical rule’ for themselves
before they practice the language,
1. The teacher gives the learners whether in oral or in written form.
a text to read and respond to
(e.g., literary texts, magazine or In the inductive approach, the
newspaper articles) which serves teacher serves as a monitor and
as a springboard of the target guide. Learners are guided to analyze
structure to be introduced to the structure, meaning, and use, and
learners, be it through words, finally, present their findings to the
phrases, or sentences. class.

4 T he PRIMALS C o m p e n d i u m o f T eaching Resources | LITERACY STRATEGY GUIDES


Examples of the Strategy
In planning for teaching grammar
using the inductive approach,
1. Following is an excerpt from an teachers should extract target
explicit teaching of grammar lesson
structures from a text whether
using the text “Riders to the Sea.”
literary or informational, then
(see Table 1). The table shows
the sample language structures prepare guide questions and
through sentences from or about learners’ expected responses. In
the text, the questions asked by the this way, the procedure on how
teacher, and the learners’ to go about in teaching the target
expected responses. structure will be systematically
done and learners' discovering
of forms, rules, or functions in an
inductive way will be ensured.

Table 1: Sample Language Structure Guide Using Text "Riders t o t he


Sea".
Sentences f o r Analysis Teacher's Quest ions Learner's Expected Responses
Fishing is their primary What is being talked a b o u t in Fishing, Praying
means of livelihood. the first sentence? in the second
sentence?
Praying is their only
How are these words used in t he They are used t o tell what a
weapon against
sentences? sentence is about.
calamities.

As a gerund, since these words As a gerund, they f unct ion as


are used t o tell what a sentence subjects of the sentences.
is about, what d o you t hink is SUBJECT is a f unction of
their funct ion in the sentences? g e ru n d t h a t tells what a
sentences is about.

Can you provide your own


Answers may vary.
example sentences using
gerunds as subjects?
(Ask the learners t o choose
their p a rt n e r t o formulate their
sample sentences. Call volunteer
pairs t o write down their sample
sentences o n the b o a r d for
analysis.)

As shown in the table, the teacher 2. Another example of inductive


shows two sample sentences of a approach to teaching grammar is when
grammar point in English and then a teacher writes on the board a few
asks students what they notice. In examples of simple present and simple
many cases, the grammar point might past sentences. He/She then asks the
be introduced by simply engaging learners what differences they notice
the learners in a directed in the sentences. The learners discuss
conversation the differences and maybe even try
to slowly introduce it. The teacher converting some simple sentences from
guides the learners to notice the present to past on their own. Finally,
grammar pattern, and finally the teacher extracts from learners the
explicitly exposes them to it. rule for converting sentences from past
to present. The teacher provides
additional explanation as needed.

Gr a m m a r Awa r e n e s s | D i s c o ve r y Te c h n i q u e : Te a c h i n g Gr a m m a r In d u c t i v e ly 5
How Teachers Can Make one of the textual
The Strategy Work enhancement techniques or
their combination.
1. The inductive approach to English 3. Make sure that he/she does not
grammar teaching can also be done highlight many different forms as
through activities in which students it may distract the learners’
compare two texts on the same topic or attention from meaning.
situation but which differ in their use
4. Use strategies to keep learners
of particular grammatical features.
attention on meaning.

Learners can consider differences that 5. Do not provide any additional


may reflect variance in mode (e.g., metalinguistic explanation.
spoken or written), purpose (e.g., to
persuade or to describe), or genre (e.g., However, this in itself is not usually
newspaper report or an encyclopedia sufficient and needs to be coupled
entry). with questions or tasks that prompt
the learners to reflect on or analyze
For example, learners might compare the function of the highlighted
an extract from a travel guide that gives items in a text. By ‘guiding’ the
suggestions and advice on things to learners in this way, this kind of
do and see in a city and compare this activity raises awareness of the
with a blog entry or an email message target forms and their use and also
from a friend on the same topic. In actively involves the learners in the
comparing the two texts, they could process of discovery (Richards and
consider how obligation is expressed Reppen, 2014, 13-14). For sample
in each text through choices related to questions, please see the
modality. This could highlight the role of Teaching/Modeling part of the
modal verbs as well as other means of Explicit Skill Development of the
expressing obligation and necessity. lesson plan on ‘Riders to the Sea' in
this Compendium.

2. When using an inductive approach to Catherine Walter, a lecturer in


grammar, textual enhancement Applied Linguistics and co-author
(e.g., by underlining, boldfacing, of the Oxford English Grammar
italicizing, capitalizing, or color Course presents an academic
coding) can be used to help learners overview of why and when teaching
‘notice’ forms or features they may
grammar inductively is a god
not be aware
idea. Her informative video on
of (Nassaji and Fotos, 2011, cited by
‘Teaching grammar effectively:
Richards and Reppen (2014).
why, when, & how students can
The procedure involves the teacher figure
doing the following: it out for themselves’ can help
language teachers on employing
1. Select a particular grammar point that the inductive approach in teaching
he/she thinks the learners need to English grammar. Her video can
attend to. be accessed through this link:
http://
2. Highlight that feature in the text using
englishagenda.britishcouncil.org/
content/inductive-grammar.

6 T he PRIMALS C o m p e n d i u m o f T eaching Resources | LITERACY STRATEGY GUIDES


Applications Across The Curriculum

Inductive teaching approach


may also be applied in Science, References
Mathematics, and other content Castro, Y., Gomez, C., & Rico, S. (2016). Teaching Grammar
areas. Lessons may be introduced Inductively t o Second Graders in Suroriental
School. 1-80.
by presenting specific observations,
problems, case studies, and theories Celce-Murcia, M., Brinton, D. M., & Snow, M. (2014).
Teaching English as a Second o r Foreign Language,
or principles, which are taught in a 4t h Edition. Boston, MA: National Geographic
way that learners are guided and Learning, a p a r t of Cengage Learning.

helped to discover them only after Ellis, R. (n.d.). Gramma r Teaching – Practice or
the need to know them has been Consciousness-Raising? Methodology in
Language Teaching, 167-174.
established. doi:10.1017/cbo9780511667190.02
Male, H. (2018). Understanding Inductive a n d
Deductive Approaches in Teaching Grammar in
Data may also be presented to EFL
Context. ResearchGate. Retrieved from http://www.
the learners where they can make
researchgate.net/publication/328364582
their own observations, and on the
Nur, S., Yassi*, A., Nasmila, & Mahmoed, H. (2018). The
basis of these observations, they Effect of Inductive Learning Approach in
will be encouraged to state the Teaching Grammar. International Journal of
Scientific Resea rch, 7(9), September 2018, 1-5.
underpinning theory, concept, or
generalization. Prince, M. J., & Felder, R. M. (2006). Inductive Teaching
and Learning Methods: Definitions, Comparisons,
an d Research Bases.
Pudelek, J. (2016). The Effectiveness of a Guided
The inductive teaching approach Inductive Approach t o Teaching English Grammar:
used in other learning areas is First a nd Second Conditionals
effective for getting the learners Richards, J. C., & Reppen, R. (2014). Towa rds a
focused and involved in the Pedagogy of Grammar Instruction. RELC Journal,
45(1).
lesson, for developing perceptual
and observational skills, and for Sik, K. (2015). Tradition o r Modernism in Grammar
Teaching: Deductive vs. Inductive
processing data and using these to Approaches. ScienceDirect, 1-4.
Stahl, S.A. (2005). Four problems with teaching word
arrive at appropriate conclusions or meanings (and what t o d o t o make vocabulary a n
generalizations. integral pa r t of instruction. In E.H. Hiebert a n d
M.L. Kamil, Teaching a n d Learning Vocabulary:
Bringing research t o practice. Mahwah, NJ:
Some of the most commonly used Erlbaum.
inductive teaching approaches Tennant, A. (2005). Grammar teaching: The
include inquiry learning, problem- discovery technique. Retrieved from
http://www.
based learning, project-based onestopenglish.com/grammar/grammar-teaching/
learning, case-based teaching, and the-discovery-technique.
discovery learning, among others. Walter, C. (2015). Teaching grammar inductively: Why,
when, a n d how students ca n figure it ou t for
themselves. Retrieved from
Several researches would say Zho u Ke (2008). An inductive appro ach t o
http://englishagenda.
that implementing the inductive English grammar teaching. HKBU Papers in
britishcouncil.org/content/inductive-grammar.
Applied Language Studies vo. 12, 2008.
approach in teaching yields positive
effects on many learning
outcomes (Prince & Felder, 2006).

G r a m m a r Awareness | D i s c o v e r y Te c h n i q u e : Te a c h i n g Gr a m m a r In d u c t i v e ly
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