Teaching grammar: approaches and methods

The findings of such research have largely been in favour of the GT approach. In my case, I was particularly concerned with the largely unsupported advocacy of Mike Long of the communicative approach and published numerous articles in this vain and in doing so became something of a persona non-grata - an unfortunate syndrome of the dangers of critiquing the current 'flavour' of the period I would be very happy to discuss the issues involved with anyone inclined to do likewise.

Web Editor Thu, 10 Jul Hi there, This article was published on 30th July Thanks to everyone for your comments. Best wishes, The onestopenglish team. Brendan Copley Sat, 5 Jul Can someone please supply me with the date when this article was published? Allg Sun, 1 Jun 2: The use of direct translation word for word has been causing problems to many of my students here in Italy. They become so taken by translating while speaking that they actually spend a minute trying to translate a word that is completely un-necessary for comprehension.

All my new students have no idea what paraphrasing is and how helpful it can be, especially as most of my students want to be able to communicate for both travel and work. The importance of language learning for them is communicating and getting their point across and translating word for word doesn't seem to be the way to go. Anonymous Wed, 30 Oct 0: I learned French this way having taken my degree in the 70's but had the very fortunate exposure of living the language at the same time by sharing my life with a French teacher.

More communicative than this I cannot imagine. I believe a proper balance of the two perhaps weighted towards the communicative could profit a certain profile of student. View results 10 per page 20 per page. Study, practise and play with pronunciation wherever you are.

Version 3 of the award-winning App is now available. A handbook to help teachers get the most out of blended learning in and beyond the language classroom. Skip to main content Skip to navigation Subscribe now: Individual Institution Free day trial Sign in. Making a start Planning the future The case against self-employment Business tasks Introduction to the series Chance and opportunity Decisions Notes and messages Problems and difficulties Studying and learning Success and failure Work and responsibilities Teaching approaches First lessons Inter-cultural training Needs analysis Pre-experience learners Role-play and simulations Teaching one-to-one What's it all about?

Playing the game Lesson 2: Company structure Lesson 3: Company profile Lesson 4: Situations vacant Lesson 5: Moving premises Working language Extreme makeover Get a slimmer model It's a numbers game Metaphorically speaking Sensational sales Text appeal To be or not to be taboo Unnatural selection Teaching Business English Prioritising vocabulary Being direct Low-level learners Workplace performance Improving fluency Understanding different accents Improving a needs analysis. Banking and finance Bank products and services Bank profiles Banking and finance vocabulary Hospitality and Tourism Introduction to Hospitality and Tourism Giving information: Literature EAP for the 21st century learner.

Assessment matters What is assessment? Modern Technologies Writing 2: World of Work Writing 3: Nature and Environment Speaking 1: Media and Communications Speaking 2: Living and Surroundings Speaking 3: Part 2 — Question-Response. Grammarman Meet the Grammarman team Grammarman: British English Determiners Nouns and phrases Verbs and tenses Grammar teaching Exploiting texts Little words, big grammar Task-based grammar teaching The discovery technique Grammar resources by area. About me Lesson 2: Daily routine Lesson 5: I love my family Lesson 7: How can we get back home?

Air, land and sea No girls, no boys! Lost in the rainforest China: Kung fu master China: A deductive approach involves the learners being given a general rule, which is then applied to specific language examples and honed through practice exercises. A deductive approach rule-driven starts with the presentation of a rule and is followed by examples in which the rule is applied.

An inductive approach rule-discovery starts with some examples from which a rule is inferred. Both approaches are commonplace in published materials. Some course books may adhere to one approach or the other as series style, whereas some may be more flexible and employ both approaches according to what the language being taught lends itself to.

Most inductive learning presented in course books is guided or scaffolded. In other words, exercises and questions guide the learner to work out the grammar rule. The following course book extracts illustrate the two different approaches. The subsequent practice exercises are similar in both course books.

First and foremost, it is perhaps the nature of the language being taught that determines if an inductive approach is possible. Inductive learning is an option for language with salient features and consistency and simplicity of use and form. The basic forms of comparative adjectives, as shown above, is an example of this. The metalinguistic tools that the learners will need to accomplish the task is also a factor.

However, the learner-centred nature of inductive teaching is often seen as advantageous as the learner is more active in the learning process rather than being a passive recipient. This increased engagement may help the learner to develop deeper understanding and help fix the language being learned. On the other hand, inductive learning can be more time- and energy-consuming and more demanding of the teacher and the learner. It is also possible that during the process, the learner may arrive at an incorrect inference or produce an incorrect or incomplete rule.

While it might be appropriate at times to articulate a rule and then proceed to instances, most of the evidence in communicative second language teaching points to the superiority of an inductive approach to rules and generalizations. Nevertheless, while there are pros and cons to both approaches and while a combination of both inductive and deductive grammar teaching and learning is probably inevitable, an inductive approach does seem to be broadly accepted as being more efficient in the long run, at least for some learners.

Would you agree with this? The effects of deductive and guided inductive instructional approaches on the learning of grammar in the elementary language college classroom.

• Naughty Tails!
• 7 Natural Cures for Hemorrhoids - Get Relief in 24 Hours or Less.
• Teaching approaches: the grammar-translation method | Onestopenglish!
• Register to Answer this Question.
• Inductive and deductive grammar teaching: what is it, and does it work? - Oxford University Press.

Foreign Language Annals, 40, Bringing teachers and other ELT professionals top quality resources, tools, hints and tips, news, ideas, insights and discussions to help further their ELT career. Unless a hard and fast grammar rule is available, I prefer the inductive approach; given the nature of English, this means i prefer the inductive approach in general. The other nice thing about the inductive approach is that it can piggy-back on a topic, increases the relevance and interest of the lesson. Basically, we provide an entree of topic X with a side order of grammar.

The problem with induction is how to present relevant, representative samples, especially on the fly. Even having access to a Corpus may not be enough, since time is needed to search and select entries from the Corpus. Hi, your article teaching grammar and which approach is more convenient is so interesting. Personally I would rather teach grammam inductively. From my experiences in teaching the inductive approach seems more convenient than the deductive one, though things in teaching and approaches are relative.

Please make sure that your answer is written in the same language as the question. Try adding a different answer. Thank you for answering the question. Unfortunately, the answer you are trying to submit has already been added. You can't add content on Bayt. By Deleted user at Sep Views Followers Upvote 3. Teaching Teaching English English English grammar. Which is the best method we can use in teaching grammar? Follow Upvote Report Question Comments 1. Upvote 6 Downvote Reply 0 Report.

Use technology and fun in the classroom. Be aware of multiple intelligence. Motivate your students to learn. Upvote 4 Downvote Reply 0 Report.

Related Resources

Think of a funny way that amuses students and motivates them to participate. I am reading a story. Upvote 3 Downvote Reply 0 Report. Upvote 2 Downvote Reply 0 Report. Upvote 1 Downvote Reply 0 Report.

Upvote 1 Downvote Reply 1 Report. More Questions Like This. I personally would suggest for you Looking for the fastest method Top Answer: It depends on the situation, however all methods are very effective to measure the staff turnover rate.