DEDUCTIVE

APPROACH
TCH2203
Teaching of English Grammar
INTRODUCTION

• A deductive approach to instruction is a more teacher-centred approach.

This means that the teacher gives the students a new concept, explains it,
and then has the students practice using the concept, it is also called a
deductive instruction.

Generalization Specific
(rule) Examples/Activities
TOP-DOWN
METHOD
• Deductive Approach is regarded as a
top-down teaching method

• Theory = Explanation of Rule

• Hypothesis = Demonstration of Form
• Observation = Examples
• Confirmation/Rejection = Practice
• Erlam (2003) defines the deductive
method as a process that moves from
general to specific. The learners are
exposed to the general use, and they
apply the rule to particular examples of
language use.
• This method is most close with the
Grammar-Translation approach (Gollin,
1998).
• This approach, according to Brinton,
Celce- Murcia and Snow (2014) was
used as a way to teach Latin and other
languages.
THE
LESSON
• A deductive approach starts
with the presentation of a rule
and is followed by examples in
which the rule is applied.
• The grammar rule is
presented, and the learner
engages with it through the
study and manipulation of
examples.
• The Deductive method is related to
conscious learning.
• This method tries to place a great
emphasis on error correction and
presentation of explicit rules.
• The deductive method is often used
with adult learners.
• The teacher in this method teaches
the rule explicitly to learners, and
they are ready to cope with exercises
given (Krashen, 2002).
ADVANTAGES • It gets straight to the point and
can therefore be time-saving.
OF DEDUCTIVE Many rules — especially rules of
APPROACH form — can be more simply and
quickly explained than elicited
from examples. This will allow
more time for practice and
application.
• It respects the intelligence and
maturity of many - especially
adult -students and acknowledges
the role of cognitive processes in
language acquisition.
• It confirms many students'
expectations about classroom
learning, particularly for those
learners who have an analytical
learning style.
• It allows the teacher to deal with
language points as they come up,
rather than having to anticipate
them and prepare for them in
advance.
 • Starting the lesson with a grammar
presentation may be off-putting for
some students, especially younger
DISADVANTA ones.
GES OF • They may not have sufficient
DEDUCTIVE metalanguage (i.e. language used to
APPROACH talk about language such as grammar
terminology). Or they may not be able
to understand the concepts involved.
• Grammar explanation encourages a
teacher-fronted, transmission-style
classroom; teacher explanation is often
at the expense of student involvement
and interaction.
• Explanation is seldom as memorable as
other forms of presentation, such as
demonstration.
• Such an approach encourages the
belief that learning a language is
simply a case of knowing the rules.
EXAMPLE OF DEDUCTIVE ACTIVITY
(SIMPLIFIED)

Teacher explains the use

and function of verb (was
Students are required to
and were). Teacher
Grammar focus : Verb create their own
constructs example of
(was and were) sentences which include
sentences using verb (was
the word “was” or “were”.
and were) from the
context chosen
TEACHER’S EXPLANATION
• The success of a deductive lesson
depends on the teacher’s
explanation of the grammar item.
• Remember Larsen-Freeman’s
three-dimensional grammar
framework.
• Teachers must explain meaning,
form and use of the grammar
item.
 • Although the grammar item is taught
directly, front and centre, suitable context
should still be provided to show how the
grammar rule functions within a larger
THINGS context and situation.
TO • The Grammar rule can, temporarily, taken
REMEMBE out of context during the teacher’s
explanation, but should be recontextualized
R right after.
• Grammar must always be taught within a
context that complements the theme of your
current unit.
 • The deductive approach is also very
teacher-centred.
• Teachers should remember to limit the
THINGS time spent on rule explanation.
TO • Do not get carried away with teacher-
talk that student practice time
REMEMBE becomes limited.
R • Meaningful practice and activities are
still required to further reinforce
students understanding of the
grammar item.
RULES FOR RULES

• Micheal Swanson (2015) offers the

following principles to make Grammar
rule explanation more concise:
• Truth
• Limitation
• Clarity
• Simplicity
• Familiarity
• Relevance
TRUTH
• Ensure that you, the teacher, have a clear
understanding of the grammar rule that
you want to explain.
• Transmitting a grammar rule that the
teacher themselves are not familiar with
can disrupt the clarity of the explanation.
• Worse than that, making mistakes and
errors in your explanation can lead to
further grammatical issues down the line.
• Ensure that you review the grammar
rules sufficiently when preparing for your
lesson.
LIMITATION
• The rules to a grammar item can be very extensive. A teacher must be
clear on the limits of grammar rule to teach in one particular lesson.
• You very rarely need to teach a grammar rule in its entirety within one
lesson.
• Refer to the syllabus and scheme of work to understand the limits of
the grammar unit you should include in your lesson.
• If you put too much grammar rules in one lesson, the student might
not be able to grasp the concept.
CLARITY
• The success of a deductive lesson hinges on the teacher’s explanation
of the grammar rule.
• The teacher’s explanation of the rules must be clear and concise.
• While preparing the lesson, it might help to draft out your explanation
of the rules. Rehearse and see if your explanation makes sense or
whether it’s missing any vital information.
• Preparing your teaching aids and notes before your lesson is also
better writing out the notes on the board spontaneously.
SIMPLICITY
• English grammar rules can be very complex, especially at a higher
form.
• It is the teacher’s duty to explain these complex rules a more
simplified way to help students understand.
• This is partially achieved through the rule of limitation, where
grammar units are taught in small parts.
• Beyond that, the teachers own understanding of grammar,
preparation and ample use of examples will also help.
• When talking about grammar, avoid the use of metalanguage terms if
possible. Do not overcomplicate a grammar rule if you don’t have to.
 An explanation should try and make use of
concepts that the students are already familiar
with.
Draw on knowledge from previous lessons and
grammar units already covered to complement
FAMILIARI your explanation.

TY Avoid connections with grammar units you have

not yet covered in the syllabus.

Students understand better when your make

connection with pre-existing knowledge.
 Teach grammar in context.

Show how the grammar rule is relevant to

RELEVAN context you are using as example.

CE Use the context as an authentic example of the

grammar rule in action.

The context should be able to demonstrate the

Form, Meaning and Use of the grammar rule.
GROUP TASK
• In small groups, choose one of the grammar items below. Discuss
how to best explain the Meaning, Form and Use of grammar item.
Explain the grammar item correctly to the class in a short
presentation. Remember Micheal Swanson’s Rules for Rules.
• Correlative Conjunctions
• Subordinating Conjunctions
• Future Perfect Continuous Tense
• Gerunds
• Infinitives
• Modal Verbs