Understanding Inductive and Deductive Approaches in Teaching Grammar in Efl Context

Male, Hendrikus

doi:10.33541/jdp.v9i1.135

Cited by 4 publications

(4 citation statements)

References 7 publications

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“…The top-down approach is also referred to as the inductive approach, whereas the bottom-up approach is called the deductive approach. As Male (2018) points out, the advantage of the inductive approach is making the rules more meaningful and memorable. In addition, the mental effort implies greater cognitive depth and memorability, and there is a greater involvement.…”

Section: Top-down Vs Bottom-up Approachmentioning

confidence: 99%

Teaching English Tenses Through Popular Movies – A Case Study

Gajdoš

Korpaš

2019

zop

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The paper deals with teaching the Present Perfect and Present Perfect Continuous by using the scripts and clips from the blockbuster saga The Avengers. The relevance of this topic lies in the fact that grammar is traditionally considered a difficult aspect of learning a language. If we start including popular culture into the classroom and try to teach the grammar this way, we might make it easier for them to identify with the content that is traditionally considered uninteresting and difficult to master. The aim is to see whether teaching grammar through popular culture, set within a top-down approach of focusing on meaning (uses) rather than form, could prove to be effective. Another aim is to ascertain how 10 students (out of 20) from the experimental group would respond to this modern approach. A two-group experimental design was used and accompanied by a descriptive and statistical analysis. The testing technique was applied. The control group better mastered the form of the tenses, while the experimental group better mastered the meaning (uses) of the tenses. The latter group found the class more motivating. Teachers could consider teaching English grammar this way. However, to achieve better results, it would be advisable to focus on the form of the tenses as well.

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Section: Top-down Vs Bottom-up Approachmentioning

confidence: 99%

Teaching English Tenses Through Popular Movies – A Case Study

Gajdoš

Korpaš

2019

zop

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“…Social sciences are vital as these influence the students' social knowledge (Machila et al, 2018;Muthuprasad et al, 2021). These equip them to make reasoned decisions as citizens of a culturally diverse and democratic society (Indriyani et al, 2021;Sutadji et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Proficiency Level and Challenges of Students in Disciplines and Ideas in the Social Sciences

Reneth Mae A. Diaz,

Joel M. Bual,

Dennis V. Madrigal

2024

JERE

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The social sciences are essential for students to function in society. Therefore, a proficiency assessment is necessary to check their acquisition of competency. This research aims to assess the level of student proficiency and challenges in Social Science Disciplines and Ideas (DISS) in private high schools. Additionally, this study investigated differences in their proficiency levels compared to gender and grades. This type of research is quantitative research. This research uses a quantitative research design, specifically a descriptive-comparative approach. The respondents for this research were 144 students who were determined using stratified random sampling. Data analysis techniques use inferential statistics. The results of this research are that students show a developing level of proficiency in DISS, which indicates that these competencies have not been fully mastered. In comparison, there were differences when grouped by gender and level, with women and those scoring 90-100 scoring higher than their peers. Meanwhile, the challenges faced by students in studying DISS are related to teachers, students, student environment, resources, facilities and subject factors. Considering the results, the anchored theory was validated. Therefore, continuous improvement is encouraged to implement content, strategies, and assessments in DISS to develop students' level of proficiency in the course.

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“…Some researchers suggest the use of the combination of both the inductive and deductive approaches in the process of teaching grammar to get the most out of them [7], [25], [28], [30], [31]. The combination of both approaches can also have benefits for teachers, practitioners or faculties who teach grammar to EFL students [6], [32]. Moreover, the teachers' perspectives in the study of [19] show that both the inductive and deductive approach should be presented during teaching grammar.…”

Section: Introductionmentioning

confidence: 99%

Students’ perceptions and experiences about the combined inductive-deductive approach in intermediate grammar class

Ismail,

Basthomi,

Karmina

2023

IJELE

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This research study investigates students’ perceptions and experiences about using the combined inductive-deductive approach in teaching English grammar in intermediate grammar class. The study employed a mixed methods design to answer the research questions. We used a questionnaire including four aspects according to ARCS Model to answer the first research question through examining the perceptions of 65 university students majoring English. Then five of 65 students were selected to be interviewed to explore their experiences on the combined inductive-deductive approach to answer the second research question. The results of the questionnaire and the interviews reveal that most students prefer the combined approach to teaching English grammar although they have positive perceptions towards the inductive or the deductive approach. The combined approach can provide students with better understanding of grammar and keep them involved and interactive in the learning process. Therefore, this current study suggests that further research should be conducted to investigate the effectiveness of the combined approach in the process of teaching grammar and teachers’ perceptions towards such approach.

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Understanding Inductive and Deductive Approaches in Teaching Grammar in Efl Context

Cited by 4 publications

References 7 publications

Teaching English Tenses Through Popular Movies – A Case Study

Teaching English Tenses Through Popular Movies – A Case Study

Proficiency Level and Challenges of Students in Disciplines and Ideas in the Social Sciences

Students’ perceptions and experiences about the combined inductive-deductive approach in intermediate grammar class

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