Inductive Grammar Teaching free essay sample

This part of the chapter gives us examples and principles on how to introduce a grammatical function or a grammatical structure. Examples given here are actually based on inductive methods of grammar teaching. First I want to give you a brief comparison of inductive and traditional methods of grammar teaching. Traditional Method: 1- It defines rules and exceptions at the first place explicitly. 2- It’s less interesting and unpleasant for many students 3- It’s precise, and can be more effective 4- It has order, clarity, and can be classified. Traditional method of course has its advantages. As I mentioned here, it is precise and clear, and I believe it’s much better than inductive methods. But what makes students think traditional method is boring or unpleasant, is that they think they’re supposed to only memorize these rules, while these have to use these rules and guidelines practically. Once these rules are only memorized, they’re useless. We will write a custom essay sample on Inductive Grammar Teaching or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But, if the teacher provides chances for students to use grammar in action, then it would be effective, even more than inductive methods. Unlike inductive methods that offer grammatical lessons scattered and unorderly, traditional method classifies grammar lessons, and I think, when lessons are in order and classified, they can be learnt much faster. Strictness of traditional method is undeniable. It bores typical student, because it requires higher level of intelligence to understand how one can benefit this efficient way of teaching. All of us, in this class have learned grammar with traditional method of teaching, like all the other students in this country. But what is the difference? We were more eager to learn English and get the most out of our books and teachers, and used what we learned practically, rather than only memorizing them to gain points. In other words, traditional method works best for eager students and helps them to learn faster. But what we should do to make unwilling students attracted and eager to learn? Here inductive methods works better because we are dealing with majority of students. Inductive Method: 1- Uses different means to make learning more interesting 2- Tries to keep students engaged 3- Provides chances for students to discover grammatical rules themselves. Makes best use of magic moments. Teacher uses flashcards, tapes, CDs, projectors and large screens, to make learning experience more interesting. Teacher tries to engage students by body language, tone of voice, asking them to complete various tasks, like roleplaying, working in pairs, etc. Rather than showing guidelines, teacher lets students to discover grammatical rules through speech and reading, by themselves. There are some special moments, like when a conversation develops unexpectedly or when a topic produces a level of interest on students, that students really want to discuss and learn. Teacher can simply decide to carry on planned lesson, but a better course is to recognize these magic moments and see how it can be used, rather than denying it, because it does not fit into our plan. At these moments, students have more potential to learn and we as teachers must make these moments as useful and effective as possible. Here in the book, we have some examples of introducing grammar, like using flashcards and engaging students in planned activities, like the ones we already saw on videos. I want to explain one example and then let Mr. Hassannejad to continue this chapter. Example: Girls’ night out Language: past simple irregular verbs Age: young adult Level: elementary In this example, students already know how to use verbs in past simple. Now teacher has picked a topic for students to discuss about, in pairs or small groups. The topic is girls’ night out. Students try to talk about their night party experience, like where they went, what they ate and drank, what they wore. The teacher puts students in a situation to use irregular verbs, and then introduces past forms on speech, then on board, course book or a chart.