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Module 2

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23 views3 pages

Module 2

Uploaded by

Vecian
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Vecian T.

Penera Module 2
BSED-ENG.II EL 108

ASSESSMENT
Examine the following:
Here is a procedure a teacher might use to give a grammar explanation (T = teacher;
ST = student). In the right-hand column the different stages of the explanation are identified.
T: Right the past perfect. (cueing)
T: The past perfect is formed from the past (rule of form)
of the auxiliary ‘have’, plus the past participle.
T: For example, ‘everyone had left’, ‘the film (examples)
had started’.
T: So, what’s the past perfect of ‘they go’? (check)
ST: ‘They had gone.’
T: Good. (praise)
T: It is used when you are talking about the (rule of use)
past, and you want to refer to an earlier
point in the past.
T: For example, ‘We were late. When we got (example)
to the cinema, the film had already started.’
T: Did the film start after we arrived, at the (check)
same time as we arrived, or before we arrived?
ST: Before.
T: Right. (praise)
T: So, it’s like this. [draws]
T: We arrived at this point in time (a). But I need to refer to an earlier point in the past, when
the film started, here (b).
Exercise Question:
1. Would you consider the above presentation of topic a deductive approach? Justify
your answer.
- In the presentation above, for me, it is considered as a
deductive approach because the teacher discussed the rules first of the
topic before he/she gave the examples. As you can see in the
procedure, the rules are presented and the teacher tries to expand the
context of the topic which is grammar. In the majority of cases, the
approach that is being used is also teacher-centered. In contrast, an
inductive approach, which begins with examples and enables learners
to identify rules, is much more learner-centered. 
The deductive approach may seem to be appropriate for lower-
level students who require a clear foundation in which to commence
with a new language matter, or for students who also are accustomed
to a more conventional approach and therefore lack the knowledge to
identify rules on their own. In this approach, thus, the teacher
introduces the target language and afterwards allows learners to apply
it via carefully supervised activities. The final part of the class allows
students to build the target language in more free-form exercises that
incorporate various language aspects.
REFLECTION

In this module, I learned that a deductive approach to language teaching begins with
teaching learners' rules, followed by examples and practice. It is a teacher-centered strategy
to introduce new material. In comparison, an inductive method begins with examples and
encourages students to seek rules that will be more learner-centered. This approach has
disadvantages and advantages that require how the teacher, as well as the learners, derives the
subject. 

I realized that there are rules that need to be achieved or explained well in order to eliminate
the problems that students might encounter. The deductive approach saves time and provides
more time to practice language topics, making it a successful strategy for lower-level
learners. However, beginning the session with a grammatical lecture might have been
unappealing to some learners, particularly the young ones. They might lack the appropriate
linguistic forms. Perhaps they would be unable to comprehend the principles required.

Through grammar teaching, as a future educator, we not only provide our learners with the
ability to express themselves, but we should also exceed their expectations about what it
means to master a foreign language. Indeed, with such a concentration on a communicative
approach as well as a multitude of interesting tools, teaching grammar does not even have to
entail tedious verb conjugation or grammatical translations. Hence, this method can be, since
it is quicker and also more efficient for teaching a massive series of facts and tangible
notions.

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