There are two main approaches to teaching grammar: deductive and inductive. The deductive approach is more traditional and explicit, starting with rules and then examples. It pays attention to differences from the native language. The inductive approach starts with extensive examples to help students realize rules without explicit explanation, believing rules will emerge from exposure. It is more constructivist and interactive, emphasizing concepts and building on student knowledge. For young learners still acquiring their native language skills, the deductive approach is generally best due to their developmental needs for guidance.
There are two main approaches to teaching grammar: deductive and inductive. The deductive approach is more traditional and explicit, starting with rules and then examples. It pays attention to differences from the native language. The inductive approach starts with extensive examples to help students realize rules without explicit explanation, believing rules will emerge from exposure. It is more constructivist and interactive, emphasizing concepts and building on student knowledge. For young learners still acquiring their native language skills, the deductive approach is generally best due to their developmental needs for guidance.
There are two main approaches to teaching grammar: deductive and inductive. The deductive approach is more traditional and explicit, starting with rules and then examples. It pays attention to differences from the native language. The inductive approach starts with extensive examples to help students realize rules without explicit explanation, believing rules will emerge from exposure. It is more constructivist and interactive, emphasizing concepts and building on student knowledge. For young learners still acquiring their native language skills, the deductive approach is generally best due to their developmental needs for guidance.
There are two main approaches to teaching grammar: deductive and inductive. The deductive approach is more traditional and explicit, starting with rules and then examples. It pays attention to differences from the native language. The inductive approach starts with extensive examples to help students realize rules without explicit explanation, believing rules will emerge from exposure. It is more constructivist and interactive, emphasizing concepts and building on student knowledge. For young learners still acquiring their native language skills, the deductive approach is generally best due to their developmental needs for guidance.
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3- Write an essay about the different methods of
teaching grammar.
Grammar refers to how we combine, organise and change parts of
words, words and groups of words to make meaning. We use grammar unconsciously when we speak, listen, read or write. We also use it, particularly as teachers, to describe language. We do this by referring to its forms and its uses. Grammar includes a large number of forms and uses.
Grammar is an essential part of learning English. It is the foundation for
speaking and understanding English. Learners need to know English grammar rules to use the language appropriately. Grammar is important because it is the language that makes it possible for us to talk about language. Grammar names the types of words and word groups that make up sentences not only in English but in any language. As human beings, we can put sentences together even as children—we can all do grammar. But to be able to talk about how sentences are built, about the types of words and word groups that make up sentences—that is knowing about grammar. And knowing about grammar offers a window into the human mind and into our amazingly complex mental capacity.
There are two main approaches to teaching grammar. These are the deductive and the inductive approach.
The first approach in teaching grammar is the deductive approach. This
approach is academic .The deductive approach is the traditional or explicit approach in teaching grammar. In this approach, the emphasis is on basic skills. The approach is very simple, starting from rules to examples. First, the teacher writes an example on the board or draws attention to the example in the textbook. The underlying rule is explained, nearly always in the mother tongue and using the meta-language of grammar. Finally, the students practice applying the rule, orally and in writing Special attention is paid to areas of conflict between the grammar of the mother tongue and that of the target language. The whole approach is cognitive, with learners considering the rules and weighing their words before they speak or write. Little attention is paid to the value of the message.
The next approach is the inductive approach.
This approach induces the learners to realize grammar rules without any form of prior explanation. The path is from examples to rules. Induction, or learning through experience, is seen as the natural route to learning. Teachers who use this approach believe that the rules will become evident if learners are given or exposed to enough appropriate examples. When teaching a grammar point, their first step is to demonstrate the meaning to the class. The teacher keeps silent through this stage except to correct if necessary. The grammar point is shown on the board only after extensive practice. Explanations are not always made, though they may be elicited from the students themselves. The inductive approach is also called the ‘constructivist’ approach. This approach emphasizes big concepts, beginning with the whole and expanding to include the parts. The students’ learning is interactive, Where in knowledge is built based on what the students already know. The teacher’s role is interactive as well. The teacher creates a dialogue with the students while helping them construct their own knowledge. Students work in groups, so every learner's questions and interests are valued.
Teachers should consider all the peculiarities of young learners. We
should not forget that there is a big difference between a fiveyear-old child and an eleven-year-old because of the most sensitive period, when the young learners acquire their native language, they can speak, read and write in it. Since children are in their prime, it is clear that they still need constant guidance from their teachers. Thus, the deductive approach in teaching, not only grammar, is best for them.
