THE EFFECTIVENESS OF TEACHING ENGLISH GRAMMAR BY USING THE DEDUCTIVE MODEL AND INDUCTIVE APPROACHES
DOI:
https://doi.org/10.32689/maup.ped.2023.2.7Keywords:
inductive and deductive approaches, explicit instructions, grammar in context, teaching grammar, perception.Abstract
The study investigates the comparative effectiveness of teaching English grammar by using deductive and inductive approaches. The study also attempts to see which of these two methods has a positive effect on the grammar learning of university students. Grammar plays a crucial role in the process of language acquisition and further in establishing successful communication links. This paper aims to study the awareness and experience of ESL teachers in using deductive and inductive approaches to teach English grammar. Moreover, it is determined to study some factors that can indicate the effectiveness of using these approaches while teaching certain grammar material. The authors find these aims for the research very important as they give the opportunity to deepen the knowledge of ESL teachers about the impact of different approaches on the achievements of ESL students. The authors’ purpose is to establish awareness and experience of ESL teachers in using deductive and inductive approaches with the help of surveys and interviews and to outline recommendations to ESL teachers for making teaching English grammar more effective. If they know the main principles of how to use the advantages of both methods, it will definitely ensure the increase of achievements of ESL students. To achieve the purposes of the research the quantitative research method was used and involved collecting data by means of a survey. The data analysis was conducted with the use of descriptive statistics, which permitted summarizing and interpreting of the data obtained. The research was obtained from questionnaires completed by the teachers of English of the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. The finding of our research showed the effectiveness of both approaches, though they are quite different. It was established that most ESL teachers implement both approaches: inductive and deductive in their lessons.
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