One of the main approaches in teaching English is inductive and deductive approaches

Benefits

Although a little less effective than inductive teaching when used in TESOL, benefits to the deductive approach are:

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  Time in the classroom is spent only on the language principle.
  
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  Most material can be easily taught this way.
  
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  It encourages faster learning of material
  

There are clear differences to the inductive approach and deductive approach in TESOL. Inductive tends to be more efficient in the long run, but deductive is less time consuming. Much depends on the teacher and the students. You might try and compare both of these approaches at certain points in your teaching to see which is more effective for your students.

What is the difference between inductive and deductive grammar teaching?

This blog post tries to describe the difference between the inductive and deductive approaches to grammar teaching. It starts by distinguishing between implicit and explicit grammar teaching. Then, a description of inductive and deductive reasoning is provided. Merits and downsides of each approach are discussed.

Explicit or implicit grammar teaching?

Teaching grammar can be explicit or implicit. Implicit grammar teaching advocates think that grammar conscious grammar learning is useless. What is needed for language acquisition is just enough comprehensible input. Proponents of explicit grammar teaching believe that focus on formal grammar teaching is essential for language learners. When teachers choose to teach grammar explicitly, they follow either an inductive or a deductive approach.

Inductive and deductive approaches to grammar teaching

In the inductive approach, teachers start with contextualized examples of the target language and elicit the rule from the learners. Alternatively, the teacher may proceed in teaching grammar through a deductive approach by providing the learners with the grammar rule and asking them to come up with examples that demonstrate their understanding of that rule.

Inductive grammar teaching

Inductive reasoning draws conclusions from individual experiences and observations. The truth of these conclusions depends on the truth of the evidence available. For instance, the assumption that there are numerous black ravens may support the conclusion that all ravens are black. However, once we discover a raven that is not black, our generalizations become invalid.

In grammar teaching, inductive reasoning can be of great value. It promotes experiential learning and trains learners to actively try to discover grammar rules by themselves. Once these rules fit their mental structures, they become more memorable because of the effort deployed. The inductive grammar teaching, however, is time-consuming and requires so much effort in the preparation and organization of the lesson.  It may also disappoint the type of learners who prefer traditional ways of teaching where the teacher presents and explains the rules.

Deductive grammar teaching

The deductive reasoning originates from Aristotle’s syllogism.  Basically, it is a conclusion that is based on two or more propositions that are asserted or assumed to be true:

All men are mortal.

Socrates is a man.

Therefore, Socrates is mortal.

Teaching grammar deductively is teacher-centered. Grammar rules are explained to the learners and then tested. There are advantages and disadvantages to deductive grammar teaching. To start with, this type of teaching is time-saving and straightforward. It is easier for the teacher to present and explain a rule and ask the learners to apply it than to elicit it from them. This can also be appealing to many adult learners who prefer analytical learning to discovery approaches. The deductive reasoning, however, can pose many problems to young learners who are not equipped enough with the appropriate metalanguage. Consequently, rule-driven teaching and grammar explanations may confuse and demotivate them.

1.2 The main differences between a deductive and inductive approaches in grammar teaching

Inductive vs. Deductive Language Teaching and Learning

Inductive and deductive language teaching and learning are very important in education. They are two distinct and opposing instructional and learning methods or approaches. Both require the presence of a teacher/instructor and a student/learner. The biggest differences between the two methods are the focus and flow of information as well as the roles of the teacher and student.

Inductive teaching and learning means that the direction of the flow of information is from specific to general. In terms of teaching, the lesson is started with activities or experiments. It is mostly focused on the students and their capacities and abilities, rather than on the teacher.

There are many advantages of inductive teaching and learning; knowledge is acquired naturally by exposure, and students are encouraged to utilize their reasoning skills, prior knowledge, intelligence, and mental focus. This method also measures how a student makes connections based on the information presented.

Since inductive teaching and learning involves the student’s perspective, it is easier for the student to learn the concept. Concepts under this method can be personalized and easily remembered and understood. This is a method of discovery and can be time consuming as well as demanding of a student’s imagination and creativity. Inductive teaching is perfectly suited for a small group of students with a competent and experienced teacher who knows how to make adjustments throughout the lesson.

The counterpart of inductive teaching and learning is deductive teaching and learning. In this method, the role of the teacher is prominent as he/she is the person who gives and disseminates all information. The flow of information in this method is from general to specific. The deductive method is the traditional method of teaching and learning. Knowledge is taken from a general reference or source and then communicated to the learner.

The usual flow of information begins with the concept’s introduction and presentation followed by activities. Information is based on facts, statements, and pre-determined logic. The method is easy to apply, leaves little room for mistakes, and the information being taught is valid. There is also a clear and defined scope; the method requires little preparation on the part the teacher.

However, deductive teaching also has its disadvantages, which include a very structural and predictable flow. This method also leaves little room for interaction, which makes is most effective for larger groups of students. In terms of application in language, both methods are applied in different language modes, concepts, and instances. For example, the inductive method is applied in developing a story or work. On the other hand, the deductive method can be useful in explaining literary work.

Summary:

1.Deductive and inductive methods of teaching and learning differ in many aspects.
2. In inductive learning, the flow of information is from specific to general, and it is more focused on the student.
3.On the other hand, the deductive method’s information flow moves from general to specific, and it is more focused on the teacher.
4.The deductive method introduces a concept and its process before applying it in a test or activity. Meanwhile, in the inductive method, the activity or test is introduced first before a discussion of the concept is initiated.
5.The deductive method is used in a large classroom setting, while the inductive method is effective when used on small groups of students.
6.The deductive method is traditional, structured, and predictable, while the inductive method is personalized, and the concepts are easily remembered and understood.
7.The deductive method is a method of verification where information comes from a specific source and is delivered to students directly, while the inductive method is an approach of discovery and relies on a student’s perspective or understanding of a concept.