Rema Devi Menon's Profile

t is direct, gets straight to the point, and can therefore be very time-saving and efficient.

avoid ambiguity and confusion that can creep in during the elicitation of certain grammar rules from examples, it is often undoubtedly better to go for deductive teaching.

“Students may hypothesise a wrong rule, or their version of the rule may be either too broad or too narrow in its application”

shift from the teacher’s explanation to the student’s exploration

inductive approach also places heavy demands on teachers planning a lesson

hoice between an inductive and deductive method is the kind of item being taught:

earner himself/herself: a C-R task may not suit all learners. Some prefer receiving a clearly laid-down authoritarian rule to discovering the intricacies

nductive learning, especially in the less advanced stages of language development, is implicit, while the deductive method is more fitted to explicit learning of grammar. The deductive approach confirms many students’ expectations pertaining to classroom learning (cf. Section 2.2.14). There is a place for explaining, not constantly ordering pupils to find out for themselves.

inductive approach frustrates students who, by dint of their personal learning style or their past learning experience (or both), would prefer simply to be told the rule”

inductive approach may cater and be more effective for holistic learners, who learn best by exposure to language in meaningful contexts,

deductive approach is “particularly appropriate for adult learners

both deductive and inductive presentation can be useful depending on the cognitive style of the learner and the structure to be presented.

earners’ preferences must be taken into consideration.

trategy may be an eclectic one combine both methods.