DEDUCTIVE AND INDUCTIVE GRAMMAR TEACHING

By Arnis Silvia ([email protected])

I. Introduction: What is Grammar Teaching and Why?

In traditional setting, grammar teaching is seen as the presentation and practice of

discrete grammatical structures. More comprehensively, Ellis 1 (2006) defines grammar
teaching as:

Grammar teaching involves any instructional technique that draws learners' attention to some specific
grammatical form in such a way that it helps them either to understand it metalinguistically and/or process it in
comprehension and/or production so that they can internalize it.

Further, Ellis (2006) points out some key concepts in teaching grammar. First, some grammar
lessons might consist of presentation by itself (i.e., without any practice), while others might
entail only practice (i.e., no presentation). Second, grammar teaching can involve learners in
discovering grammatical rules for themselves (i.e., no presentation and no practice). Third,
grammar teaching can be conducted simply by exposing learners to input contrived to
provide multiple exemplars of the target structure. Here, too, there is no presentation and no
practice, at least in the sense of eliciting production of the structure. Finally, grammar
teaching can be conducted by means of corrective feedback on learner errors when these arise
in the context of performing some communicative task.

The notion that grammar should be carried out in instruction (grammar teaching) are
explained by these four reasons, based on Nassaji and Fotos 2 (2004) research on teaching
grammar.

1) the 1980s hypothesis that language can be learned without some degree of
consciousness has been found theoretically problematic. “noticing” is necessary in
language learning to understand the form.
2) L2 learners pass through developmental sequences. This suggests that it needs a
teaching process to facilitate and scaffold this sequences.

1
Ellis, R. Current Issues in the Teaching of Grammar: An SLA Perspective. TESOL Quarterly, Vol. 40, No. 1
(Mar., 2006), pp. 84
2
Nassaji, H. & Fotos, S. Current Developments in Research on the Teaching of Grammar. Annual Review of
Applied Linguistics (2004) 24, pp. 126-145
 3) a large body of research pointing to the inadequacies of teaching approaches where
the focus is primarily on meaning-focused communication, and grammar is not
addressed. In this case, learners could produce meaningful understandable language,
but lack of accuracy.
4) evidence for the positive effects of grammar instruction. In some researches, grammar
teaching improves accuracy, rate and the ultimate level of L2 acquisition.

These reasons suggest that grammar teaching is essential and should be considered in
second language learning. The following discussions will describe the historical background
of grammar and grammar teaching, the place of grammar teaching in early approaches and
methods, explicit and implicit grammatical knowledge, as well as deductive and inductive
approach in teaching grammar.

II. Historical Background of Grammar and Grammar Teaching

Grammar teaching holds a crucial role in English as a Foreign Language (EFL)

teaching, as without good command of grammar, the language use will be constrained.
Teaching grammar is basically teaching the language rules, also known as the sentence
patterns, which are essential to define meaning and use. For the decades, grammar teaching
has been through some debates which can be described at the following discussion.

Before 1970s, grammar was the essential part of language instruction as it was
believed that without knowing the grammatical rules of the language, ones will not be able to
communicate well. This belief was then challenged by the notion that "knowledge of the
grammatical system of the language was one of the manu components which underlay the
notion of communicative competence." (Richards & Renandya, 2002 3). This shift suggests
that to be a communicative speaker/ writer, one should not only mastered the rules of the
language (the language patterns), but also should know how these rules are put together in
real communication to convey meaning. Within this period, grammar was abandoned.

However, the language users now agree that grammar is too good to be abandoned,
as without good command of grammar, language development will be constrained. Besides,

3
Richards, J.C, & Renandya, W.A (eds). Methodology in Language Teaching: An Anthology of Current
Practice). Cambridge: Cambridge University Press. 2002. p.145
language within a good grammar is a requirement for someone to be accepted in certain
social contexts, says academics, law, medics, and such where the use of language Since then,
the issue does not ask whether to teach grammar or not, but it shifts to: how should we teach
grammar? should we teach it deductively or inductively? which grammar should be taught? It
implies that “the controversy has always been whether grammar should be taught explicitly
through a formal presentation of grammatical rules or implicitly through natural exposure to
meaningful language use." (Nassaji & Fortos4, 2011)

Further, the most current issue in grammar teaching mentions that the main issues of
grammar and grammar teaching covers three major problems, which are: “ ... beginning with
those that conceptualized teaching in terms of methods with an exclusive focus on grammar,
continuing later as types of exposure to meaningful communication, and emerging more
recently as a set of instructional options with a focus on both grammar and meaning.”
(Nassaji & Fortos5, 2011).

III. The Place of Grammar in Earlier Approaches and Methods

Over the decades, the methods and approaches in teaching grammar evolved which
every method and approach have their own advantages and disadvantages. This following
table overviews the place of grammar in earlier methods and approaches, taken from
Richards and Rodgers6 (2001).

Table 1. Grammar Status in Early Approaches and Methods

Approaches/ Methods Advantages Disadvantages

Grammar Translation Explicit teaching of Absence of communicative
Method grammar rules; attention practice, which is an
(nineteenth – mid- paid to language forms immediate need for new
twentieth centuries) immigrants.

Reliance on translation,
which is impractical in

4
Nasaji, H. & Fortos, S. Teaching Grammar in Second Language Classroom: Integrating Form-Focused
Instruction in Communicative Context.New York: Routledge. 2011. p. 1

5
ibid

6
Richards, J.C & Rodgers, T.S. Approaches and Methods in Language Teaching. 2001. In Savage, K.L,
Bitterlin, G. & D. Price. Grammar Matters: Teaching Grammar in Adult ESL Programs. Cambridge:
Cambridge University Press, 2010, p.5-6
 classes having students with
many different first
languages

Focus on reading and

translating texts; some
adults students can’t read in
their first language

Direct Method Grammar is taught Inductive presentation is

(first part of twentieth unsuitable for some adult
century) Lessons begin with dialog students, who may benefit
or a story in the target from overt explanations of
language Rules

Use of visuals (actions, Minimal reading and

pictures, objects) to convey writing, which is needed by
meaning immigrant students with
work or academic goals
Audiolingual Method Emphasis on oral Rote exercises reduce
(ALM) (1950s– Production cognitive engagement
1970s)
Teacher models Activities are designed to
pronunciation prevent learner errors,
Use of drills to which reduces the need for
reinforce grammatical students to negotiate
patterns meaning
Cognitive Approach Grammar must be taught, Emphasis on analyzing
(1970s) either inductively or structure at the expense of
deductively communicative practice

Pronunciation is
de-emphasized

Natural Approach Language is presented in a Grammar is not overtly

(1980s) “natural” sequence: taught, yet many adult
listening, speaking, reading, learners need and want
writing grammar instruction

Use of a communicative Focus on input (listening)

syllabus can delay output (speaking)
that adults need
immediately
Communicative Communication is the goal Focus on communication
Language Teaching of instruction can result in ignoring
(CLT) grammar
(1970s–today) Emphasis on meaningful
interaction Emphasis on fluency at the
expense of accuracy can
Course syllabus includes result in many students
language functions never attaining correct
grammar
Use of authentic texts
and contexts
IV. Explicit and Implicit Grammatical Knowledge

In the grammar learning process, there are two major processes that might happen,
namely explicit and implicit grammatical knowledge. Explicit grammar knowledge “refers to
a conscious knowledge of grammatical forms and their meaning” (Purpura 7, 2004). This
knowledge helps the intake and the development of implicit language, and is used to monitor
language output. Explicit knowledge is commonly accessed slowly through controlled
processing although at some extent it can be automatized. DeKeyser 8 (1995) indicates that
this ‘explicit’ grammatical instruction involves the explanation of rule or request to focus on
grammatical feature. The insructions can happen both deductively, where the learners are
taught rules and asked to apply them in practice; or inductively, where the learners are
presented examples first then to generate rules and make generalizations. Widodo 9 (2006)
puts an example of Ahmad, who knows the rules of past tense, can explain how present tense
sentences look like (he has explicit grammatical knowledge about simple present tense).
However, in speaking and writing, he (Ahmad) often makes mistakes, inspite he is able to
explain deductively from present tense rules to the examples.

On the other hand, implicit grammatical knowledge refers to “the knowledge of a

language that is typically manifest in some form of naturally occuring language behavior
such as conversation (Ellis10, 2001b). In line with this, Brown 11 (2007) “Implicit knowledge
is involves conscious awareness and intention.” This process is commonly unconscious and
accesses quickly. DeKeyser (1995) posits that implicit grammatical instruction does not
involve any explanation of rule presentation or a request to focus on form in the input. It
occurs “without intention to learn and without awareness of what has been learnerd.”

7
Purpura, J.E. Assessing Grammar. Cambridge: Cambridge University Press, 2004, p. 42

8
DeKeyser in Purpura, J.E. Assessing Grammar. Cambridge: Cambridge University Press, 2004, p. 42
9
Widodo, H.P. Approaches and Procedures for Teaching Grammar. English Teaching: Practice and Critique.
May 2006, Volume 5, Number 1. p. 125
10
Ellis, R. Some thoughts on testing grammar: an SLA perspective. In C. Elder, A. Brown, E. Grove, K. Hill, N.
Iwashita, T. Mc Namara, K. O’Loughlin (eds.), Experimenting with Uncertainty: Essaya in Honour of Alan
Davies (pp.252-69). Rowley, MA: Newbury House, 2001b, p. 252

11
Brown, H. D. Principles of Language Learning and Teaching 5th Edition. New York: Pearson Education.
2007, p.291
(Brown12, 2007). Again, Widodo (2006) gives an example of Jack, who speaks and writes
well in simple present tense, cannot explain how present tense sentences should be. He has no
idea about the grammatical rule behind it.

Mostly, explicit grammatical knowledge is instructed to second or foreign language

learners, while the implicit grammatical knowledge is acquired by the native language
learners. To sum up, the difference between explicit and implicit grammatical knowledge is
presented below.

Table 2. The Difference between Explicit and Implicit Grammatical Knowledge

Explicit grammatical knowledge Implicit grammatical knowledge

 Conscious knowledge  Unconscious/ subsconcious
knowledge
 Requires awareness and  Does not need awareness and
intention intention
 Accessed through explicit  Accessed through the
learning instruction acquisition in natural setting
(spontaneous language tasks)
 Accessed through controlled  Accessed through uncontrolled
processing processing
 Accessed slowly  Accessed quickly
 Involves the explanation of  Does not involve the
grammatical rules explanation of grammatical
rules
 Happens both deductively and  Mostly happened inductively
inductively

V. Two main approaches of Grammar Teaching

Deductive Approach

The deductive approach derives from deductive reasoning where the concept goes
from general to specific. Rules, patterns, principles are presented first, then moves to the

12
Ibid. p. 292
examples. Deductive approach is also known as rule-driven teaching. The most favourable
method for this deductive teaching is Grammar Translation Method where the grammar
instruction is commonly initiated by an explanation (basically in learners mother tongue)
about the grammar points. This is followed by practice activities involving translation to/from
the target language. This practice involves only reading and writing, and little attention to
speaking and pronunciation. For this method, a teacher is highly required to master both
learners' mother tongue and the target language. Surely,this is unapplicable for multilingual
classes.

Some possible activities in deductive approach are:

a) rule-explanation

b) translation

c) doing worksheet

d) self-study grammar

Below is an example of a deductive grammar approach.

Figure 1. Example of deductive grammar approach (Walker and Elsworth13,1986)

13
Walker and Elsworth. Grammar Practice for Intermediate Students. New York: Longman, 1986
The example of the instruction is below.

Figure 2. Example of Instruction in Deductive Grammar Teaching (Thornbury14, 2002)

There are some advantages and disadvantages of this deductive approach as presented below.

Table 3. Advantages and disadvantages of the deductive approach to teaching grammar

(Widodo15, 2006)

14
Thornbury, S.. How to Teach Grammar 5th Edition. Essex: Pearson Education. 2002, p. 33
Advantages 1.The deductive approach goes straightforwardly to the point
and can, therefore, be time-saving.
2. A number of rule aspects (for example, form) can be more
simply and clearly explained than elicited from examples
3. A number of direct practice/application examples are
immediately given.
4. The deductive approach respects the intelligence and
maturity of many adult learners in particular and acknowledges
the role of cognitive processes in language acquisition.
5. It confirms many learners’ expectations about classroom
learning particularly for those who have an analytical style.
Disadvantages 1. Beginning the lesson with a grammar presentation may be
off-putting for some learners, especially younger ones.
2. Younger learners may not able to understand the concepts or
encounter grammar terminology given.
3. Grammar explanation encourages a teacher-fronted,
transmission-style classroom, so it will hinder learner
involvement and interaction immediately.
4. The explanation is seldom as memorable as other forms of
presentation (for example, demonstration).
5. The deductive approach encourages the belief that learning a
language is simply a case of knowing the rule.

Inductive Approach

An inductive approach starts with some examples from which a rule is inferred. In
grammar teaching, teachers present the examples at the beginning then generalizing rules
from the given samples. Inductive grammar learning is commonly happen for a native
speakers of English, where they can produce a grammatically correct utterance but they do
not know the rules underlie it. Inductive approach is often correlated with Direct Method and
Natural Approach in English teaching. In both methods, grammar is presented in such way
the learners experience it. “In Direct method, therefore, the rules of the language are
supposedly acquired out of the experience of the understanding and repeating examples
which have been systematically graded for difficulty and put into a clear context.”
(Thornburry16, 2002). Here is an example of teaching present continuous tense by using
Direct Method.

15
Widodo, H.P. Approaches and Procedures for Teaching Grammar. English Teaching: Practice and Critique.
May 2006, Volume 5, Number 1. 2006, p. 128
16
Thornbury, S.. How to Teach Grammar 5th Edition. Essex: Pearson Education. 2002, p. 50
 Another example of inductive approach in teaching perfect tense. (Thornburry17,
2002)

Below is a full lesson using inductive grammar approach, taken from Mapple18
(1988).

17
Thornbury, S.. How to Teach Grammar 5th Edition. Essex: Pearson Education. 2002, p. 51

18
Mapple, R. New Wave 1, London: Logman, 1988
Some advantages and disadvantages of Inductive grammar approach are:

Table 4 The Advantages and Disadvantages of Inductive Grammar Approach

(Widodo19, 2006)

Advantages 1. Learners are trained to be familiar with the rule discovery;

this could enhance learning autonomy and self-reliance.
2. Learners’ greater degree of cognitive depth is “exploited”.
3. The learners are more active in the learning process, rather
than being simply passive recipients. In this activity, they will
be motivated.
4. The approach involves learners’ pattern-recognition and
problemsolving abilities in which particular learners are
interested in this challenge.
5. If the problem-solving activity is done collaboratively,
learners get an opportunity for extra language practice.
Disadvantages 1. The approach is time and energy-consuming as it leads
learners to have the appropriate concept of the rule.
2. The concepts given implicitly may lead the learners to have
the wrong concepts of the rule taught.
3. The approach can place emphasis on teachers in planning a
lesson.
4. It encourages the teacher to design data or materials taught
carefully and systematically.
5. The approach may frustrate the learners with their personal
learning style, or their past learning experience (or both) would
prefer simply to be told the rules.

19
Widodo, H.P. Approaches and Procedures for Teaching Grammar. English Teaching: Practice and Critique.
May 2006, Volume 5, Number 1. 2006, p. 129
 REFERENCES

Brown, H. D. Principles of Language Learning and Teaching 5th Edition. New York: Pearson
Education. 2007

Ellis, R. Some thoughts on testing grammar: an SLA perspective. In C. Elder, A. Brown, E. Grove, K.
Hill, N. Iwashita, T. Mc Namara, K. O’Loughlin (eds.), Experimenting with Uncertainty:
Essaya in Honour of Alan Davies (pp.252-69). Rowley, MA: Newbury House, 2001b

Ellis, R. Current Issues in the Teaching of Grammar: An SLA Perspective. TESOL Quarterly, Vol. 40,
No. 1 (Mar., 2006), p.83-107

Mapple, R. New Wave 1, London: Longman, 1988

Nasaji, H. & Fortos, S. Teaching Grammar in Second Language Classroom: Integrating Form-
Focused Instruction in Communicative Context.New York: Routledge. 2011

Purpura, J.E. Assessing Grammar. Cambridge: Cambridge University Press, 2004

Richards, J.C & Rodgers, T.S. Approaches and Methods in Language Teaching. 2001. In Savage,
K.L, Bitterlin, G. & D. Price. Grammar Matters: Teaching Grammar in Adult ESL Programs.
Cambridge: Cambridge University Press, 2010

Richards, J.C, & Renandya, W.A (eds). Methodology in Language Teaching: An Anthology of
Current Practice). Cambridge: Cambridge University Press. 2002

Thornbury, S.. How to Teach Grammar 5th Edition. Essex: Pearson Education. 2002.

Walker and Elsworth. Grammar Practice for Intermediate Students. New York: Longman, 1986

Widodo, H.P. Approaches and Procedures for Teaching Grammar. English Teaching: Practice and
Critique. May 2006, Volume 5, Number 1. 2006, p. 122-141