寄生草莓的英文俱樂部

Inductive and deductive learning

Inductive learning is managed in such a way that learners are encouraged and allowed to work out rules and meaning for themselves. Deductive learning on the other hand is when a teacher presents the rules or meanings to the learners and then gets them to practise them. It is easy to confuse which is which since ‘deductive’ looks like the word ‘deduce’ which is exactly what it does not mean. (Or perhaps, that is a good way to remember it!) In fact, the origins of the word ‘deductive’ are in the word ‘didactic’ which means related to formal teaching.

Many teachers and theorists are in favour of an inductive approach to teaching as it puts the learners at the centre of the lesson and makes them responsible for constructing meaning. As such it is often seen as a key practice in Learner Training. Some studies suggest it can also aid language acquisition (Ellis 1994:296).

Inductive learning tends to actively engage the learner and as such is motivating. If done collaboratively it an provide plenty of opportunity for language practice. This makes it particularly appealing to learners who lean towards kinaesthetic or interpersonal intelligences. The working out of rules will also appeal to those with strong logical-mathematical intelligence (see Gardner 2006).

Critics of such an approach, claim amongst other things that it can be too time consuming, that the focus becomes fixed on rules rather than practice and that it places a large preparatory load on the teacher. Also, some learners prefer a more deductive approach (Thornbury 1999: 54–55).

Nowadays, inductive techniques can be found in many textbooks lessening the need for teachers to spend time preparing materials. (See for example EF Education First 2008). A lot of practitioners now favour a mixed approach with more deductive teaching at lower levels and inductive teaching at higher levels. Such a mixed approach seems sensible as it will appeal to a wider range of preferred learner styles.

Further Reading

EF Education First. 2008. Fast Track 3. Zug: Signum International.

Ellis, R. 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.

Gardner, H. 2006. Multiple Intelligences: New Horizons New York: Basic Books.

Thornbury, S. 1999. How to Teach Grammar. Harlow: Pearson Education.

This article is adopted from the following web site:

http://www.ef.com.tw/master/tl/teaching-resources/esol-lingo.asp