METHODS OF TEACHING

GRAMMAR

INDUCTIVE METHOD

DEDUCTIVE METHOD
BY DEVAKI M

Theoretical grammar learned

through conscious study is formal
grammar.
Teaching grammar has its own
merits and demerits
Teaching grammar is to give
guideline to the mastery of various
elements of language
Always generalization should follow
practice of a grammatical item
A good teacher will not stick on to a
particular method will adopt a
mixed approach

Objectives of teaching
grammar
Develops insight into the structure of English

language
Assimilates the right patterns of the language
without rote memorization
Learns the language as a rule-governed
system
Develops the faculty of observation and
scientific attitude
Develops a positive attitude towards grammar
To be aware of the difference between L1
grammar and L2 grammar

Inductive Method
More effective because it is found to be

psychologically sound
Moves from simple to complex and from
particular to general
Teacher presents a text item with examples
and illustrations in a systematic order
Grammar learnt inductively should be tried
and practiced deductively to make the
concept/rule well established
ie, first teacher gives concrete examples
and the learner can arrive at generalization

Merits

Student Oriented they themselves draw conclusion

from individual examples and arrive at generalization

Students are more active

Suitable for early stage

Rote memorising is discouraged

More interesting

Demerits
All rules cannot be taught in this method
Consumes much time and labour
Teacher has to plan well with a lot of suitable

examples leading to general rule

Systematic knowledge is not got

Deductive Method
Starts from a rule and provides examples

to test the validity of the rules

A rule of grammar is stated and

examples are illustrated

Traditional grammar is deductive in

nature

Merits
Fix correct norms of use of language in

learners mind
Keep away incorrect norms of construction
Knowledge of grammar will be more

systematic
More rules can be taught in less time
Suitable for later stage

Demerits
Students become rule conscious
Lack of interest follow rules without knowing

the purpose
Grammar is learnt as if by compulsion
Sticking to rule is often adopted
Examples are not always interesting as they

may not be natural

Comparison
Inductive method

Student centered

Use-conscious

Students are active

Deductive Method

Subject centered
Rule-conscious
Students show lack of interest

Suitable to early stage

Suitable to later stage

Systematized knowledge is not got

Unconscious learning of rules

Knowledge of grammar is more

systematized
Conscious learning of rules