归纳法和演绎法的优势和劣势

Advantages and disadvantages of the deductive and inductive

grammar teaching methods

The deductive approach of teaching:

The deductive approach of teaching English grammar refers to the style of teaching students by introducing the grammatical rules first. and then applying them by the students . This means that a teacher works from the more general to the more specific in a deductive approach called informally a \”approach. The deductive methods seem to work best if you want students to be able to quickly and accurately solve problems like those worked out in class or in the work.The deductive approach is more predictable because the teacher selects the information and the sequence of presentation.The deductive approach clarifying that the problem many students have applying these various rules indicates that they may not fully understand the concepts involved and that the deductive approach tends to emphasize grammar at the expense of meaning and to promote passive rather than active participation of the students .

The inductive approach of teaching:

The approach refers to the style of introducing language context containing the target rules where students can induce such rules through the context and practical examples.in other words . the sequence in this approach goes from creating a situation and giving examples to the generalization where students should discover such generalization by themselves or with the teacher ' s help. Teachers show their students a series of examples and non - examples , and then guide them toward noticing a pattern and coming up with the generalization or concept rule.The inductive approach was difficult for weaker or slower students , and that only brighter students were capable of discovering the underlying patterns of a structure.

Comparison : the deductive and inductive approaches

Teacher ' approaches of teaching English grammar play an important role in classrooms where students should understand what they are taught and how to use it correctly here , we are interested in the deductive and inductive approaches . this interest leads us to review some previous studies which compared between the two of them , or focused on their advantages and disadvantages.

In comparing between the two approaches , one of the differences is that a deductive approach is most close with the grammar - translation method of teaching languages , while an inductive approach is considered close to audio - lingualism , where meaning and grammar induced from practice with examples in situations and substitution tables. Inductive approach was formerly always equated with the audio - lingual method of the sixties , defined as habit - formation unless the teacher gave the students at the end of the lesson the appropriate rule

The second main difference between these two approaches is regarding the steps or procedures of each one.Whereas the deductive approach begins with the step of introducing rules or principles . the inductive approach begins with language context involving application of such rules in the deductive sequence,ideas proceed from generalizations , principles , laws . propositions or theories to specific applications The deductive sequence involves presenting generalization and then seeking or providing examples.

Age is the third difference or controversial issue discussed by scholars . rivers ( 1 9 7 5 ) finds the use of the deductive approach most useful for mature , well - motivated student , or for adult student in intensive courses , and finds the inductive approach more appropriate for young language learners . in fact , we don ' t know the exact ages suggested by rivers who recommends using age as a factor of choice between the two approaches

But time is the fourth difference , which distinguishes between the two approaches. The deductive approach is faster and can be an efficient way to teach Large numbers of facts and concretes .The learners have more time for practice or application

The fifth different factor between the deductive and the inductive approaches is student involvement . it is available when teaching inductively but passive rather active when teaching deductively ( 1 9 8 9 ) This conclusion is also given by other researchers or teachers who see that in the deductive approach the teacher explanation in a classroom often minimizes student involvement and interaction . but in the inductive approach students are more actively involved in the learning process , rather than simply passive recipients

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