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Inductive or 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.
The inductive approach is often thought of as a more modern way of teaching: it involves
discovery techniques; it seeks in some ways to duplicate the acquisition process; it often
exploits authentic material; it has learners at the centre of the lesson; and the focus is on
usage
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.
The deductive approach is often thought of as a more traditional way of teaching: it is
teacher-led and teacher-centred, at least at the presentation stage; it focuses initially on
rules and then use; it often uses input language which is adjusted to the learners and not
authentic. These do not in themselves have to be traditional ways of teaching, but they
indicate
Here is an example of a lesson using the inductive approach. The teacher’s aim in this
lesson is that learners understand meaning, form and use of linking devices in formal
writing.
• The teacher gives the learners a text to read and respond to.
• She then asks them to identify all the conjunctions in the text and then put them into 5 or
6 groups according to use, e.g. to add something, to make a contrast, to show a result.
• The learners themselves suggest headings for these categories.
• The teacher monitors and guides. Groups of learners then work with one category each
to analyse structure, meaning and use, and finally present their findings to the class.
Here is an example of a lesson using the deductive approach. The teacher’s aim is for
learners to be able to use the present perfect continuous to describe a present result of
a past action.
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