TESOL Unit 2 Page 32-33 Activities
1. Can you explain the difference between deductive and
inductive treatments of grammar?
Deductive learning of grammar— is an approach to language learning
in which learners are taught rules and given specific information about a
language. They then apply these rules when they use the language. For
example, in the grammar translation method, specific grammar rules are
given to learners and practice subsequently follows to familiarize students
with the rule. The features of it are time-saving and suitable for adult
learners who can afford abstract thinking. Besides it is widely used in
EFL contexts where exposure to the target language is limited and the
length of instruction time is short. (e.g. GTM, adult learners, FI/analytic
learners, EFL contexts)
Inductive learning— is an approach to language learning in which
learners are not taught grammatical or other types of rules directly but are
left to discover or induce rules from their experience of using the
language. Language teaching methods which emphasize use of the
language rather than presentation of information about the language
include the direct method, the communicative approach and counseling
learning. The features of it are time-consuming and applicable to young
learners in natural settings such as ESL contexts.
2. What are some of the characteristics of Direct Method that
make it so distinctive from the Grammar-Translation Method?
Charts of Important Teaching Methods (You can add each method’s
origin, originator, the time of popularity, influences and
shortcomings.)
The
The Direct Method
Grammar-Translation
Method
goals
1. to read literature
To communicate in the
written in the target target language by
language
learning to think in the
2. to develop students’ target language
mind
The role of the teacher authority
Director and partners
The role of the students Passive listeners
partners
Characteristics of the Translation, deductive 1. T demonstrates word
teaching/learning
processes
learning of grammar,
memorization of words
and equivalents
S-T or S-S interaction
The feelings of the
students
View of culture &
language
Mostly T->S
no
Emphasis of skills &
areas
The role of L1
evaluation
1. literary language is
superior to spoken
language
2. culture consists of
literature and fine
arts
meanings through
the use of realia,
pictures, or
pantomime
2. situation or
topic-based syllabus
3. inductive learning of
grammar
4. practice vocabulary
in complete
sentences
5. Ss speak a lot
both
no
1. language is
primarily spoken
2. culture consists of
the history of the
target culture, the
geography of the
country, and
information about
the daily lives of the
speakers
Reading and writing;
1. vocabulary over
vocabulary and
grammar
grammar
2. pronunciation
teaching in the
beginning
3. oral communication
as basic
Mostly used in class for No L1
translation
Written tests
Oral interviews or
(translation) and
paragraph writing (not
practice of grammatical to demonstrate the
rules
knowledge about the
Error correction
techniques
T provides the correct
answer; the correct
answer should be got
Translation of a literary
passage, reading
comprehension
questions,
antonyms/synonyms,
cognates, deductive
application of rule,
fill-in-the-blanks,
memorization, use
words in sentences,
composition
language but how to use
the language)
Self-correction
Reading aloud, question
and answer exercise,
getting students to
self-correct,
conversation practice,
fill-in-the-blank
exercise in the target
language, dictation,
map drawing, paragraph
writing
3. It has been said that it may be advantageous to a teacher
using the Direct Method not to know his students’ native language.
Do you agree? Why?
It depends. The teacher can be a great model for students to learn how to
communicate in the target language in everyday life. They will have to
use the target language to their teacher without resort to their native
language. In language use, it is likely for students to master pronunciation,
listening and speaking, etc. On the other hand, the teacher may not be
familiar with students’ difficulties in learning the target language. Factors
that influence the effectiveness of learning a language include students’
native language. Besides, for beginners especially, the use of their first
language sometimes can give them a sense of security. They will not be
anxious about not knowing what the teacher means. Some meanings of
words or utterances can be easily stated with the use of L1. It can be more
time-saving. Therefore, the goal of language learning and the type of
learners may be crucial factors when it comes to a teacher using the
Direct method.