What do teachers see as priority to teach while planning their lessons?

3’ reflection

• Teachers grammar title their lessons

• Teachers miss their smart lesson objective and target grammar (since the current approach is CBA)

• Teachers focus on the structural aspect of the lesson more than the functional one

• Teachers who tackle the functional aspect are in a hurry to reach the grammatical point of the lesson

Teachers vs Grammar in our schools?

NOAM NOAM CHOMSKY CHOMSKY CCLAIMED THAT LANGUAGE, RATHER THAN BEING A HABIT STRUCTURE, LAIMED THAT LANGUAGE, RATHER THAN BEING A HABIT STRUCTURE, WAS INSTEAD RULED-GOVERNEDWAS INSTEAD RULED-GOVERNED CREATIVITY. CREATIVITY.

Is grammar important?

Does grammar matter - Andreea S. Calude.mp4

Do you remember your first teacher of English?

Do you remember your first grammar lesson with him or her?

How did your teacher of English use to teach you grammar?

5’ discuss with your colleague

Why do learners fear grammar?

“Grammar is partly the study of what forms

(or structures) are possible in a language.

Thus, grammar is a description of the rules

that govern how a language’s sentences

are formed” (Thornbury, 1999.

Harmer (1987: 1) defines grammar by

saying “The grammar of a language is what

happens to words when they become plural

or negative, or what word order is used

when we make questions or join two

clauses to make one sentence.”

How to teach Grammar?   

• In the case of grammar teaching there are

two main approachestwo main approaches.

• These are deductive approach and deductive approach and

inductive approach. inductive approach.

• Deductive and inductive approaches have

the common goal of teaching grammar

they separate from each other in terms

of way of teachingway of teaching. 

1. A Deductive ApproachA Deductive Approach

Deductive teaching is a traditional approachtraditional approach in which information about target language and rules target language and rules are driven at the beginning of the class and continued with examples.The principles of this approach are generally used in the classes where the main target is to teach grammar structuresteach grammar structures. For instance, these principles are convenient for the classes that grammar translation method is applied(Nunan,1991).According  to  Thornbury’s  three  bacic  principles three  bacic  principles  a deductive lesson starts with :

1.1. presentationpresentation of the rules by the teacher.

2. Secondly teacher gives examples gives examples by highlighting the grammar highlighting the grammar

structures. structures.

3. Then students make practisepractise with the rulesrules and produceproduce their ownown

examplesexamples at the end of the lesson (Thornbury, 1999).  

2. An Inductive Approach  Nunan (1999) identifies inductive approach as a processprocess where learners discoverdiscover the grammar rules themselvesthemselves by examining the examples.

In a inductive approach it is also possible to use a context for use a context for grammar rules. grammar rules. That is to say, learners explore the grammar learners explore the grammar rules in a text or an audio rather than isolated sentencesrules in a text or an audio rather than isolated sentences.

Thornbury (1999) notes that in an inductive approach learners are provided with samplessamples which include the target grammar target grammar that they will learn. Then learners work on the examples and try to discover the rules themselves. When students obtain the grammar rules and they practice the language by creating their own examples.

THE MAIN DIFFERENCES BETWEEN A DEDUCTIVE

AND AN INDUCTIVE APPROACH IN GRAMMAR TEACHING

• A deductive and an inductive approach basically differentiate in:

• 1- lesson procedures

2- learner roles

3- teacher roles

4- usage of meta language in the teaching process.

A deductive approach is based on

1.The top-down theory top-down theory which the presentation and explanation of

grammar rules take the presence over teaching.

2. The language is taught from the whole to parts whole to parts so learners

understand the grammar rules and structures firstly.

3. Next, they see the examples see the examples provided by teacher and finally they

begin to produce their own examplesproduce their own examples.

In contrastIn contrast

An inductive teaching is based onAn inductive teaching is based on::

1- The bottom-up theory The bottom-up theory which accepts the view that language learners tend to focus on parts rather than the wholefocus on parts rather than the whole. For this reason teaching process begins with a text, audio or visual in a context ( PPU or PDP begins with a text, audio or visual in a context ( PPU or PDP frame works)frame works)

2- Secondly learners work on the material to find the rules themselves to find the rules themselves ,

3- In the finalfinal stage, they give their own examplesgive their own examples. (Block, 2003)

ProsPros and Cons of Inductive grammar

PROSPROS OF INDUCTIVE GRAMMAR OF INDUCTIVE GRAMMAR

• Rules are more memorablememorable, meaningfulmeaningful and serviceableserviceable.

• The mental effort involved ensures a greater degree of cognitive depth cognitive depth which, again ensures greater memorability.

• Students are more actively involved more actively involved in the learning process.

PROSPROS & CONS OF INDUCTIVE TEACHING& CONS OF INDUCTIVE TEACHING

• It is an approach which favors pattern-recognition pattern-recognition and problem-solving abilitiesand problem-solving abilities which suggests that it is particularly Suitable for learners who like this kind of challenge.

• If the problem-solving is done collaborativelycollaboratively, and in the target language, learners get the opportunity for extra language practice.

• Working things out for themselves Working things out for themselves prepares students for greater self-reliance and is therefore conducive to learner autonomy.

PROS AND PROS AND CONSCONS OF INDUCTIVE TEACHINGOF INDUCTIVE TEACHING

• The timetime and energyenergy spent in working out rules may mislead students into believe that rules are the rules are the objectiye of language learning, rather objectiye of language learning, rather than a than a means.means.

• The time taken to work out a rule may be at the expenscexpensc of time spent in putting the rule to some sort of productive practice..

• Students may hypothesise the wrong rule, in its hypothesise the wrong rule, in its application.application.

PROS AND PROS AND CONSCONS OF INDUCTIVE TEACHING OF INDUCTIVE TEACHING

• It can place heavy demands on teachers in planning a lesson.

• An inductive approach frustrates frustrates students who, by dint of their personal learning style or their past learning experience (or both), would prefer simply would prefer simply to be told the rule.to be told the rule.

What is the role of the teacher and the one learner in both methods?

The role of the learnerThe role of the learnerIn a deductive approach learners are passive recipients when teacher elicits the rule on the board. HoweverHowever, In an inductive approach they are active as they are responsible for exploring the rules themselves.

That is to say, That is to say,

While the process of learning is experimentalexperimental in inductive

approach it is more traditionaltraditional and descriptivedescriptive ; in deductive

approach.

More profound knowledge of language as learners study cognitively

in order to discover the rules.

It has been pointed out that when learners take place in the learning

process actively so as to discover the rules they developdevelop their

autonomyautonomy which makes them good language learner (Hinkel and

Fatos, 2002). 

In an inductive teaching teacherteacher behaves as:

a guideguide and helperhelper while students study the

grammar rules themselves.

It appears that while deductive approach is

teacher-centered and traditional, inductive

approach is student-centered.

The role of the teacherThe role of the teacher

One another significant difference is the role of the teacher.

In a deductive teaching In a deductive teaching teacher is :

the authority in the classroomthe authority in the classroom.

The mainmain rolerole of teacher is to present the new grammar item to

the learners.

Second role is to prepare exercises for the students.

Teacher is the organizer and controller of the classroom.

Applying deductive or inductive approach while teaching grammar depends on student variety in the depends on student variety in the

classroomclassroom

All learners are different and they learn in different ways.

For instance their :

•needs, ages, backgrounds and levels are the factors that are taken into

consideration by the teacher for choosing suitable teaching strategy.

•To illustrate this, Brown (1994) remarks that adult learners are tend to deal with

the rules when they use target language since their mentalitymentality is able to think

abstract items.

• He has pointed out that deductive teaching is more appropriate for adult

learners and meet their expectations as they give more importance to rules when they

use the language so presentation of grammar rules firstly is more useful for them.

•On the other hand young learners On the other hand young learners are successful in exploring grammar structures

from the examples rather than learning them deductively since they are more likely to

learn by doing because grammar rules are complex and abstract for them .

COMBINATION OF DEDUCTIVE AND

INDUCTIVE APPROACHES

 

Today one another issue discussed by teachers is the applicabilityapplicability of combinationcombination of deductive and inductive approaches in one grammar session

According to Brown (1994:351) “  There  may  be  some  occasional  momentsoccasional  moments,  of  course,  when a deductive approach -or a blend between the two- is indeed more appropriate”.

For example, to teach the simple past tensethe simple past tense, the teacher begins:

Step 1Step 1: A conversation with a student. The teacher asks a student to tell his last summer holiday.

Step 2Step 2: Student answers by using simple present tense as he has nono information about past tense.

Step3: Step3: Later, teacher corrects him by using past tense. Step 4Step 4 :Then, student repeats the correct sentence. Step 5:Step 5: After that teacher writes the past forms of some verbs on the board to

make learners practice.

In this process grammar is taught by using a deductive and an inductive a deductive and an inductive approaches approaches at the same time:

•It is deductivedeductive by the aspect of writing the past forms of the verbs on the board,•It is also inductiveinductive since students practice the past tense by giving their own practice the past tense by giving their own

examples (Brown,1994)examples (Brown,1994)

Furthermore,

• It has been stated that it is highly probable to teach highly probable to teach

grammar by combination of deductive and inductive grammar by combination of deductive and inductive

teaching.teaching.

• It  is  more  intensifier  for  as  pupils’  attention  is both

directed to grammar rules and meaning at the same time grammar rules and meaning at the same time (Mac Whinney, 1997 cited in Larsen-Freeman, 2003).

• Each method is based on different teaching approaches ,• For example, while grammar translation method is based upon while grammar translation method is based upon

deductive teachingdeductive teaching• Direct method relies on inductive teachingDirect method relies on inductive teaching. • According to Andrews (2007), the audio- lingual method ), the audio- lingual method could

be condisered as a method where the grammar is taught both both deductively and inductivelydeductively and inductively.

• To illustrate this, in the audio- lingual method drills are used the basis of learning process. Pupils are engaged with drills until they learn by heart them. During this process they are not are not provided provided any information about grammar structures.

• However, the main objective main objective of this method is to be able to to be able to speak accurately speak accurately in target language. Thus, in spite of the fact that drills are taught inductively, learners need to memorize grammar need to memorize grammar items in order to speak accuratelyitems in order to speak accurately

What strategy do you use or see suitable for your learners to teach inductive or deductive grammar ?

What abbreviation word can you form from the following letters?

After Performing a

PPU or PDP Lesson &

•Once the learners have acquired the new functional

Language learning they need to see the Structural One ( grammar)

• Learners need to see the Language Form supported in the Functional language learning

““The inductive method & Bloom TaxonomyThe inductive method & Bloom Taxonomy

This photo album contains sample pages to get you started.

To add your own pages, click the Home tab, and then click New Slide.

P = Presentation< Presenting the context in which the grammatical structure

appears > 

Aim: To get the learner see the structure- its form and

meaning-in contest. so here your learners will deal with the first Bloom's taxonomy category .knowledge < Learners recall knowledge: where they will define and identify the structure seen before .•The Learner will do that if he = defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states

I =Isolation The focus is temporarily on the grammatical item itself.

Aim : get the learner perceive & recognize the grammatical item what it looks like .

This goes also with the second category of Bloom's taxonomy:

Comprehension: where your learners will be able to infer, interpret, paraphrase, predict, rewrite,

summarize.…

A= AnalysisHere you will try to make your learners analyse the isolated items.

Aim: To get the learner perceive how they are formed,how they function and what they mean,in short what rules govern them.The objective is that the learner should understand the various aspects of the structure.This has a great link with the fourth category Analysis" ( Bloom's Taxonomy) where your learners will be able to: analyse, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

S = Stating ruleHere after they analyse you help them to formulate the grammar rule

This is what Bloom called "Synthesis" where the learners are able to Build a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure through the following key words:

"reconstruct, relate, reorganize, revise, rewrite, summarize, tell, write.

P= Practice(Both methods inductive &deductive)

1- Oral Work= shift to “PPU lesson”shift to “PPU lesson”

P= Presentation “ drill” < Presentation of the new grammar item in a context of communication>

P= Guided practice < substitution of the key words >

UU= Use < free practice or feed back using the new grammar item in a communicative way>

P= Practice <Written Work>

The practice stage consists of a series of written exercises. Three (3)Type of tasks are included:

a- Based form taskBased form task: Mechanical manipulation

< All the learners have to do is to produce the Correct form . They get practice is SAYING or WRITINGThe new structure( manipulation of the written and spoken Form)but do not use it to express meaning. Focus is on Form only>

b- Meaning based taskMeaning based task: Focus is on meaning. Focus is on meaning. This time the production Of the correct forms involves meaning as well and cannot be done without Comprehension(they cannot be done through mere mechanical manipulation)

c- Communicative based taskCommunicative based task: (emphasis is on transmitting message ) The target structure is used “To say” and “do things”.

Does Teaching grammar in The Algerian Does Teaching grammar in The Algerian English system refer to English system refer to

Inductive method?Inductive method?

deductive method?deductive method?

Both of them?Both of them?

None of them?None of them?

Samples of inductive method from the Algerian Manuals

So :what strategIes were used to teach the « grammar item – can- ?

-Which one is « inductive and which one is deductive »?

-Which one are you used to apply in your classroom?

2.If you didn’t learn grammar at school, how do you feel about that fact now? How do you think it influences your teaching of English grammar?

3.Learning grammar tends to be associated with students developing their accuracy in the target language. Can you see any relationship between teaching explicit grammar and developing communicative fluency?

4.Individuals have managed to learn languages well for hundreds of years, regardless of thegrammar teaching methods of the time. So what’s all the fuss about? Discuss this assertion with your colleagues.

5.It is often said that regardless of your preferred way of dealing with grammar in your English course, it is essential that the English teacher has an excellent knowledge of English grammart hemselves. Do you agree with this assertion, or do you think it is possible to be an excellentEnglish teacher with little or no explicit grammar knowledge

REFERENCE  Andrews, S. (2007) Teacher Language Awareness. Cambridge: Cambridge University Press  

Brown, H.D. (1987) Principles of Language Learning and Teaching. Englewoods Cliffs: Prentice Hall Brown, H. D. (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs : Prentice Hall Regents  

Hall, Graham. (2011) Exploring English Language Teaching: Language in Action. the USA: Routhledge Harmer, J. (1987) Teaching and Learning Grammar. London: Longman  Hinkel, E. and Fotos, S. (2002) New Perspectives on Grammar Teaching in Second Language Classrooms. New Jersey: Lawrence Erlbaum Associates, Inc  

Larsen-Freeman, D. (2003) Teaching Language From Grammar to Grammaring. Canada: Heinle 

Nunan, D. (1991) Language Teaching Methodology: A Textbook for Teachers. London: Prentice

Hall International LTD Nunan, D. (1999) Second Language Teaching&Learning. Boston: Heinle&Heinle Publishers  

Rutherford, W. and Smith, M.S. (eds) (1988) Grammar and Second Language Teaching: A Book of

Readings. New York: Heinle&Heinle Shaffer, C. (1989) A Comparison of Inductive and Deductive Approaches to Teaching Foreign Languages. The Modern Language Journal. 73 (4): 395-403  Thornbury, S. (1999) How to Teach Grammar. Harlow: Longman

Bounab Samir (2011) How to apply Bloom taxonomy in teaching grammar

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