Deductive Approach Deductive approach is reasoning that works from general to specific. Rules, concepts, theories are introduced first and applications come later. The teacher presents the grammatical rules first and after that gives examples of it. Once the learners understand the rules, they are required to apply them in sentences. Learners can be in control during practice and have less fear of making mistakes in deductive approach (Eisenstein, 1987).
In the different approach that a teacher can use we can’t make sure that the concept that the students acquired is direct, through the deductive teaching approach students can learn direct concept. As stated by J.A. Ramos (2003) it says that “Through deductive teaching approach the students gets ready made information and make use of it”. As what Ramos stated the teacher gives the information and those concept that are from the teachers are direct because they already studied and examine the concept than the other approach that it lets the students firsthand the concept and apply it. If the students acquire direct concepts it can enable them to give response on the usage of the concept because if the given is direct you will just do apply it, another is if students acquire knowledge or concept that is direct it can enable them to perform some of the task with their own selves because if they know how to execute they can apply and manage the activities to attain skills.
This study does not put forward that teachers use only an inductive approach in the classroom. Language students should focus on learning grammar in context of communication situation rather than just only learning by rules and teachers need to be malleable enough to integrate various styles into their lesson depending on their particular circumstances. The advantage of teaching student is the active students to learn rather than passive
CHAPTER 1 Introduction “Grammar… teaches us how to make use of words; that is to say, it teaches us how to make use of them in the proper manner… to be able to choose the words which ought to be placed, we must be acquainted with certain principles and rules and these principles and rules constitute what is called Grammar.” (Cobbett, 1819) In the light of the above statement we can easily understand the importance of the basic grammar rules and structures of any language we are going to learn, so that we can use it in our speech and writings successfully in proper manner. Usually two main techniques are being used by educators to teach grammar of any language, they are deductive and inductive techniques. Both the deductive and the inductive teaching techniques have their own advantages and disadvantages and which technique should be used depends on different aspects, such as the nature of the language being taught and the preferences of the teacher and learners. However, the educators perhaps usually considered that an alternative use of both techniques is best suited for the EFL classroom.
Teachability, Learnability Hypothesis: How does it work in Learner-centered and Learning-centered Instruction? Introduction One of the main issues in language pedagogy is whether instruction is of any help in second language acquisition. In this regard, three different related positions can be found in literature. By differentiating between acquisition and learning and believing that ‘picking up’ a second language becomes possible only through minimal exposure to it, Krashen (1981) has taken a non-intervention position. Moreover, there are those researchers who argue that while instruction might possibly be necessary for second language acquisition, it does assist in rapid acquisition of L2 (see Ellis, 1993).
Motivation in language learning plays a vital role. It produces effective second-language communicators by planting in the learners the seeds of self-confidence. In order for English instructors to motivate them, a number of methods are needed both within and outside the classroom. According to Hussin, et al. (2001): They state that six factors influence motivation in language learning: (i) attitudes, (ii) beliefs about self, (iii) goals, (iv) involvement, (v) environmental support, and (vi) personal attributes.
This tells us that it is impossible for linguistic areas work in isolation. So why do language teachers insist on teaching inductively from the most specific to the general items? I think it is more practical to approach the language in the most general terms – interaction itself. Allow students to explore semantic relationships first. Then, study sentence structures and look at the words as you proceed.
Learning languages allows enriching life experience, creating new ideas, to exercise the brain, gain benefit from the world's cultural diversity and improve the professional prospects considerably. Nowadays, many people are becoming aware of learning a second language because is required to have the ability of using a second language in any place. Learning a second language is necessary and has a vital importance for three main reasons. First of all, people who learn a second
Article reviewed is by R. C. Gardner from University of Western Ontario in the year 2007. The purpose of this article is emphasizing on how motivation can play an important role in learning a second language. He had divided the article in four different points which are two motivational constructs, stages of language acquisition, cultural and educational contexts and also the results from Spain. Gardner went ahead to examine inspiration as an affecting variable in L2 procurement. Furthermore, the article focuses on the motivation of an individual when it comes to second language learning.
The language learner level is “l” and the level needed for growth is “i+l”. This pushes students to stretch their understanding and acquire more language knowledge. The type of input can be any type of language material as long as it is at the correct level. This includes written texts, television programming, or conversation.