Inductive and Deductive (استقرائي واستنتاجي)
First a quick definition: Inductive is known as a 'bottom up' approach. In other words, students discovering grammar rules while working through exercises.
For example:
A reading comprehension which includes a number of sentences describing what a person has done up to that period in time.
After doing the reading comprehension, the teacher could begin to ask questions such as: How long has he done this or that? Has he ever been to Paris? etc. and then follow with When did he go to Paris?
To help the students inductively understand the difference between the simple past and the present perfect, these questions could be followed with which questions spoke about a definite time in the past? Which questions asked about the person's general experience? etc.
Deductive is known as a 'top down' approach. This is the standard teaching approach that has a teacher explaining rules to the students.
For example:
The present perfect is made up of the auxiliary verb 'have' plus the past participle. It is used to express an action which has begun in the past and continues into the present moment... etc.
Grammar Lesson Outline
I personally feel that a teacher needs in the first place to facilitate learning. That is why I prefer to provide students with inductive learning exercises. However, there are certainly moments when the teacher needs to explain grammar concepts to the class.
Generally, I recommend the following class structure when teaching grammar skills:
Begin with an exercise, game, listening, etc. that introduces the grammar concept.
Ask students questions that will help them identify the grammar concept to be discussed.
Follow with another exercise that more specifically focuses on the grammar concept, but takes an inductive approach. This could be a reading exercise with questions and responses in the structure that is being taught.
Check responses, ask students to explain the grammar concept that has been introduced.
At this point introduce teaching explanations as a way of clearing up misunderstandings.
Provide an exercise which focuses on the correct construction of the grammar point. This could be an exercise such as a fill the gap, cloze or tense conjugation activity.
Ask students to once again explain the concept.
As you can see, the teacher is facilitating students to do their own learning rather than using the 'top down' approach of dictating rules to the class.
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