6-
Presenting
and
practicing
language
When we decide to present new language items to learners explicitly, there are
two underlying approaches for the differing techniques we can use deductive and
inductive.
Inductive and deductive
Inductive learning is the process of 'discovering' general principles from facts.
In a language classroom, an inductive approach involves getting learners to
discover rules and how they are applied by looking at examples. The role of the
teacher is to provide the language the learners need to discover the rules, to
guide them in discovery if necessary, and then to provide more opportunities to
practise.
Deductive learning is the process of applying general principles to use.
In a classroom, a deductive approach means teaching learners rules and then
giving them opportunities to apply them through practice. The role of the teacher
is to present the rules and organize the practice.
Why use the inductive approach?
It moves the focus away from the teacher as the giver of knowledge to the
learners as discoverers of it.
It moves the focus away from rules to use – and use is, after all, our aim in
teaching.
It encourages learner autonomy. If learners can find out rules for themselves
then they are making significant steps towards being independent. We can take
this further by letting learners decide what aspect of the language in a text they
want to analyse.
It teaches a very important skill – how to use real/almost-real language to find out
the rules about English.
It can be particularly effective with low levels and with certain types of young
learners. It enables these students to focus on use, not complex rules and
terminology.
If we use authentic material as our context, then learners are in contact with real
language, not coursebook English.