How to Teach Grammar with Inductive and Deductive Methods
In recent years, teaching grammar with direct instruction has fallen out of favor. Some research has concluded that grammar is best taught in conjunction with reading. This has led teachers to use mentor texts to help explain grammar concepts.
However, in contrast to the research, many teachers have concluded that students aren’t retaining what they’ve learned about grammar without direct instruction. So what really is the best method for teaching grammar?
In my opinion, teaching trends tend to swing too far – no one strategy works well for every learner. Teaching units should incorporate a variety of instructional methods. An easy way to vary grammar lessons is to include both inductive and deductive strategies.
What is the difference between inductive and deductive learning? What are the strengths and weaknesses of each strategy? Which one is most effective for learning grammar?
Which Method is More Effective?
Now that we’ve firmly established the differences between deductive and inductive learning let's look at some research that can help us come to a conclusion about their strengths and weaknesses.
Jon Hird from Oxford University Press believes that inductive learning is more effective than deductive learning. He reasons that if you give the student the opportunity to be more active in the process of learning, the student will develop a deeper understanding of the content, and even enhance their motivation to learn in general.
At the same time, Hird does bring up a good point against inductive learning: some students prefer or are used to deductive learning. Making them a part of the process could throw them off or make it more difficult for them.
Hird also reminds teachers that with inductive learning it is possible that our students will come to incorrect or incomplete conclusions or grammar rules. Teachers need to step in and explain the rule completely to make sure everyone is on the same page.
In another article on teaching grammar, former teacher Mark Nichol spoke up in defense of inductive learning. He wrote of the importance of students doing the work themselves, as opposed to seeing it on a white-board or on a sheet to a diagram. He believes that the tediousness of learning rules from a deductive method turns students off to learning.
Also, there was a research study done on junior high students that asked them what method of learning they preferred. The overall preference was for the deductive method of learning. However, when the overall learning was recorded, there was little difference between the students' gains and their preference for learning styles.
I read an article about how grammar should be taught for TESOL students, and in this article, I learned that inductive learning leads to a deeper understanding of the language, while deductive learning encourages faster learning of the material.
In conclusion, both inductive and deductive methods can help students understand and remember the lesson material. Inductive instruction forces students to analyze and explore the information to discover the grammar rule, while deductive lessons are more straightforward and students may learn the content faster.
Teaching with Both Methods
There may not be an easy, clear-cut answer to the question of which method is the most effective in a classroom, but I think teachers can find a balance.
Teachers need to be aware of when it makes more sense to teach a grammar lesson using a deductive method, and when we need to use an inductive method.
As one blog pointed out, can you imagine trying to write out every exception to the rules of when to use the articles “the,” “a,” and “an”? It would take up your whole block of time.
In a similar vein, some lessons are best taught deductively. Some rules do need to be memorized, like “i before e, except after c” (and its exceptions.)
Personally, I like using inductive activities at the beginning of a unit. Instead of just telling students the rule, give them a hands-on activity that piques their interest. Many students enjoy solving a puzzle or a mystery so these inductive activities can serve as a excellent hook to an otherwise dull lesson.
Again, not every grammar rule will work well with an inductive activity. However, for those that do, teachers can start with the inductive and move to deductive learning. For example, teachers may develop a unit like this:
Students begin by exploring the unit topic with an inductive activity.
Students make conclusions (sometimes incorrect or incomplete ones). Teachers should give students time to discuss their findings.
Teachers step in with deductive instruction and explain the rule.
Students reinforce their learning through multiple deductive activities.
Teachers use the results of these formative assessments to reteach as necessary.
Students take a summative assessment.
Remember, both of these methods help our students learn in different ways. Each method has its pros and cons, and sometimes teachers need to utilize both methods to have the most effective units.
Review
According to the research and my own experience, both deductive and inductive methods of teaching can help students learn and understand grammar. I wouldn’t choose to use just one method in my classroom, because I think there is a time and a place for both methods – and teachers reach more students by using a variety of approaches.