THE EFFECT OF INDUCTIVE VERSUS DEDUCTIVE INSTRUCTIONAL APPROACH IN GRAMMAR LEARNING OF ESL LEARNERS

Mualliflar

  • Sitora Xalilova EXAMPLE of submitting an article to the "Software Engineering and Applied Sciences" magazine of University of Tashkent for Applied Sciences TEFL teacher, University of Tashkent for Applied Sciences, Tashkent, 100149, Republic of Uzbekistan Muallif

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Inductive method, deductive method, explicit instruction, implicit learning, infer meaning, specifics to generalizations, details to broader concepts, teacher-led, learner-focused, identifying patterns, and developing problem-solving abilities.

Abstrak

The debate over the most effective method for teaching grammar to ESL learners has persisted for years. Traditionally, English grammar has been taught deductively, where rules are explained upfront, followed by examples and exercises designed to reinforce the material. However, questions arise about the effectiveness of this approach in helping students truly understand and apply grammar. Should this method be replaced by an inductive approach, where learners derive rules from examples through exploration? This article examines these two methods of grammar instruction, highlighting their respective strengths and weaknesses. It also aims to recommend the approach best suited for modern English classrooms to enhance learning outcomes.

Iqtiboslar

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Herron, C., & Tomasello, M.(1992). Acquiring Grammatical Structures by Guided Induction. French Review, 65, 708-718.

Krumboltz, J. D. & Yabroff, W. W. (1965). The comparative effects of inductive and deductive sequences in programmed instruction. American Educational Research Journal, 2(4), 223-235. Retrieved from www.cambridge dictionaries online

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Thornbury, S. (1999). How to Teach Grammar. Harlow: Longman

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Richards, J., Platt, J., & Weber, H. (1985) Longman Dictionary of Applied Linguistics. Longman.

Nashr qilingan

2024-11-29

Iqtibos keltirish tartibi

THE EFFECT OF INDUCTIVE VERSUS DEDUCTIVE INSTRUCTIONAL APPROACH IN GRAMMAR LEARNING OF ESL LEARNERS. (2024). Yevroosiyo Akademik Tadqiqotlar Jurnali, 4(12 Special Issue), 445-448. https://www.in-academy.uz/index.php/EJAR/article/view/4688
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