LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 21:2 February 2021
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Effectiveness of Deductive and Inductive Instruction in EFL Classes

Pohanmal Khatira Habibi, M.Ed. TESOL

Abstract

Introduction: Deductive and Inductive instructions are the teaching methods which are used in education system, especially in teaching L2 and grammar. Both methods can be applicable to teaching L2 and ESP class. So, teachers can apply them based on the context and the subject’s principles they teach as well as consider students’ level, need, and interest in learning process. Since I am teaching grammar in Kabul University of Medical Sciences deductively, I recognized that most students understand all the rules regarding grammar they have been taught in the four semesters, but they cannot apply these rules when they use the language for communication. The aim of teaching grammar to students is to enable them to produce accurate speech that is essential for L2. Gollin (1998) defined deductive approach as “applying general rule to specific instances”, while inductive approach is the reverse of deductive approach which exposes learners to the example of language use in order to enable them to use thetarget language and encourage students to generalize the rules and participate actively. Language teachers have essential role in the students’ learning process. So, it is their responsibility to choose the methods in order to fulfill students leaning requirements in this vital process.

Objective: To find out which grammar teaching method Deductive or Inductive Instruction provides best learning opportunity in terms of grammar teaching for L2 (second language) adults learners.

Method & Material: A systematic review is used. In this research, I searched for the key words which relate to my research topic through online scientific sources such as ERIC, Hinari ARDI - Access to Research for Development and Innovation). I reviewed twenty articles related to my research topic which explained the effectiveness of both approaches Deductive and Inductive instruction in the learning process. The articles reviewed were published between (2005- 2018) years.

Results: Twenty articles from 2005 till 2018 are included in the study which mostly explained the effectiveness of both approaches Deductive and Inductive instruction in the learning process. Both approaches are applicable in Afghan context. Teachers should integrate both inductive and deductive methods in their teaching, especially grammar.

Conclusion: The discussion on both approaches Deductive and Inductive instruction explained that both approaches are effective in the learning process and have their role according to the subject principles and context. Teachers should be careful that grammar should not be ignored at all because learners never get enough mastery of grammatical features in second language (L2). It is the teachers’ responsibility to try and create opportunities for learners to learn grammar communicatively in the target language.

Keywords: Afghan, EFL, Inductive and Deductive methods, grammar teaching method, Deductive-vs-Inductive

Introduction

Deductive approach is a “process that proceeds presentation of the rule by teacher to the provision example in which the rule is applied and followed by language practice that students can engage in” (Thornberry, Norris, and Ortega, 2000 cited in Erlam, 2005 as cited in Wong, 2012 p.180). Inductive grammar teaching creates opportunity for students to have an active role, but they do not search for rules or a basic pattern. Neither the teacher nor the learners point out to grammatical rules. Both methods are applicable in the teaching process of second language and teachers can apply them based on the context they teach in as well as consider students’ level, need, and interest in the learning process. For instance, deductive instruction enables students to be master in certain grammatical points, while inductive instruction makes students life-long learners by using the grammar points in speech rather than to memorize.

Through teaching many yearst grammar in Kabul University of Medical Sciences, I found out that most of students understand all the rules of grammar, but they cannot apply these rules in communication. While the main aim of teaching grammar is to produce accurate speech in L2. Language teacher should be careful about what to teach and how to teach in L2 to enhance learners’ language knowledge and skills because teachers have essential role in choosing appropriate methodology in learning process.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Pohanmal Khatira Habibi, M.Ed. TESOL
English Department, Kabul University of Medical Sciences
Kabul, Afghanistan
khatera.habibi1@gmail.com
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