MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYEN VO BICH THUY A STUDY OF THE EFFECTS OF TEACHING GRAMMAR IN NGO MAY SECONDARY SCHOOL BASED ON DEDUCTIVE APPROACH VERSUS I
INTRODUCTION
Rationale
English is a global language widely taught in Vietnamese schools and serves as a vital means of communication among nations, both spoken and written It is essential for young learners, facilitating the exchange of information and contributing to advancements in education, technology, and the arts Parents should encourage their children to start learning English early, as young minds are particularly adept at memorization and language acquisition.
The teaching of grammar has consistently been a focal point in the methodology of second and foreign language instruction, particularly in English Numerous scholars emphasize the significance of grammar in the language learning process, agreeing that both grammar and its instruction are vital components According to Brown (1994), grammar instruction, alongside vocabulary, should be a central element of foreign language education.
In the late 1970s, the emergence of communicative methodology led to a diminished emphasis on grammar instruction, with some believing it to be ineffective or even harmful However, recent studies have highlighted the importance of formal grammar instruction for learners to attain high levels of accuracy, a crucial element of language proficiency.
Learning grammar is essential for students mastering English as a second language, as it enhances their understanding and communication skills Widodo (2006) emphasizes the importance of grammar in language learning, particularly for English as a foreign language A solid grasp of grammar is crucial for effective communication, as incorrect grammar can lead to misunderstandings and unclear messages.
In today's global landscape, English stands out as the primary language for non-native speakers, making it crucial for learners to recognize its status as the most international language It serves as the medium for education, technology, and science While native speakers naturally acquire the language through everyday interactions, learners of English must invest significant effort to grasp its grammatical rules Additionally, structured classroom instruction in grammar can significantly enhance second language proficiency.
In 1994, it was highlighted that teaching grammar alongside vocabulary is essential in foreign language education, particularly in English This aspect of language instruction is often challenging and controversial Consequently, numerous studies have been conducted to underscore the significance and necessity of grammar teaching and learning.
Recent studies highlight the importance of formal instructions for learners to achieve high accuracy levels, a crucial factor in language acquisition This has revived interest in teaching grammar, making it a focal point in current research on second and foreign language learning Consequently, the methods employed to teach grammar have become increasingly contentious Morelli (2003) notes that grammar can be taught either traditionally or contextually, but teachers must consider students' perceptions in their decision-making process Ur (2012) further emphasizes this point.
Grammar plays a crucial role not only in the correct arrangement of language units but also in shaping their meaning While some scholars argue that foreign language learners should prioritize meaning over form, focusing primarily on vocabulary for effective communication, others contend that mastering grammatical structures is essential for achieving fluency Ultimately, grammar serves as a framework that enables learners to understand how words combine to create meaningful expressions.
Different teachers employ various effective methods for teaching grammar, influenced by their individual experiences Some prefer an inductive approach, while others utilize a deductive method According to Ellis (2006), these diverse strategies highlight the importance of adapting teaching styles to enhance grammar instruction.
Grammar teaching encompasses instructional methods that focus learners' attention on specific grammatical forms, aiding their meta-linguistic understanding and enhancing their comprehension and production skills for effective internalization.
Teaching English to secondary school students differs significantly from instructing at higher levels, as younger learners often prioritize play over serious study The approach to educating children must be distinct from that of adults, given their varying characteristics and motivations.
Young children, particularly those up to the ages of thirteen or fourteen, learn differently than older children, adolescents, and adults (Harmer, 2007) The role of the teacher is crucial, as providing a solid introduction to a foreign language is essential To ensure successful English teaching, it is important to consider factors such as teacher quality, student interest and motivation, and the materials used, all of which contribute to the overall teaching and learning process.
English language teaching and learning have historically relied on the Grammar-Translation method However, there is a lack of research on teachers' observations and practices concerning grammar, particularly in secondary schools where English is mandatory This highlights the need for further investigation Additionally, the Inductive and Deductive approaches are increasingly linked to the communicative approach, which is currently promoted in Vietnam.
There is a lack of research on secondary school learners' attitudes towards English grammar instruction, particularly at Ngo May Secondary School Consequently, the author has chosen to undertake this research study to address this gap.
“ A Study of the Effects of Teaching Grammar based on Deductive
Approach versus Inductive Approach ” This will make contributions to investigating the effect of using two approaches, inductive and deductive, on students’ performance in grammar and their attitudes towards teaching
English as a foreign language, which means a comparison of these two ways will be mainly conducted based on effectiveness of students’ fluency
1 Harmer, J 2004 The practice of English language teaching Essex: Longman Press (p.82)
Aim and Objectives
This study was carried out
+ to evaluate the effectiveness of teaching grammar with modified inductive approach in comparison with the traditional, deductive one
In order to achieve this aim, the author tries to fulfill the following objectives:
+ to investigate the current state of teaching grammar to students at secondary school students
+ to explore the effects of teaching grammar to secondary school students with two approaches
+ to examine the effectiveness of teaching grammar to secondary school students with deductive and inductive approach.
Research Questions
The study tries to answer these following questions
1 To what extent are the effects of teaching grammar to secondary school students with deductive approach (DA)?
2 To what extent are the effects of teaching grammar to secondary school students with inductive approach (IA)?
3 How do secondary school students perceive their learning of English grammar through the use of inductive and deductive approaches?
Scope of the Study
The study focuses only on identifying the effectiveness of the two methods, deductive and inductive of teaching grammar and does not deal with the two following aspects:
The researcher focused on specific grammatical structures, including tenses, conditional sentences, countable and uncountable nouns, and articles, due to the extensive range initially proposed Given the limited four-week timeframe and the need for students to develop all skills for their upcoming exam, it was not feasible to cover every grammatical structure Consequently, the selected topics primarily emphasized grammar tenses, conditional sentences, and articles.
The author acknowledges that factors such as age, sex, and attitude significantly influence students' learning abilities; however, due to constraints in time and research expertise, these parameters fall outside the scope of this study.
Significance of the Study
This study emphasizes the importance of utilizing both Deductive and Inductive teaching approaches in schools, enhancing the effectiveness of language instruction methods.
This study offers a thorough perspective on the Deductive and Inductive Approaches to teaching grammar, enabling teachers to effectively integrate both methods in their instruction Consequently, students can enhance their understanding of English grammar through these two distinct approaches.
Structure of the Thesis
The thesis consists of five chapters:
The Introduction chapter outlines the rationale behind the research, detailing its aims, objectives, and significance It provides readers with a comprehensive overview of the study's purpose and highlights its importance Additionally, the chapter explains the organization of the study, guiding readers through the structure of the research.
The second chapter, Theoretical Background and Literature Review, briefly presents the previous studies on Grammar, and two teaching methods that have been conducted by other researchers
The third chapter, Methodology and Procedures, outlines the study's objectives, research design, methods, and questions It begins by presenting the research questions and hypotheses, followed by a description of the research design and participants The chapter then details the research instruments and materials used for data collection and intervention Finally, it concludes with an overview of the study's procedures and data analysis methods.
The fourth chapter, titled Findings and Discussion, outlines the results derived from data analysis It begins by addressing the reliability of the instruments used in the study, followed by an examination of the sample's reliability Subsequently, the chapter analyzes the results obtained from various tests Finally, it delves into the data from face-to-face semi-structured interviews to provide further insights into the study's findings.
The last chapter, Conclusions, summarizes the conclusions drawn from the study of the effects of teaching grammar based on Deductive Approach versus Inductive Approach.
THEORETICAL BACKGROUND AND LITERATURE REVIEW 8 2.1 Importance of Grammar in Teaching Foreign Languages
Definition of Grammar
Language learners often encounter various challenges, such as navigating complex grammatical rules and ineffective teaching strategies A common issue is the lack of clarity on what to focus on, leading to misunderstandings between students and teachers regarding grammar usage, which can have detrimental effects on learning Notably, Krashen (1981), a pioneer in grammar-based teaching research, highlights these concerns.
Grammar instruction is considered ineffective for language acquisition, as it is believed that learners will naturally progress through their internal syllabus when provided with comprehensible input and sufficient motivation While grammar instruction may aid in learning, its impact is limited since true communicative ability relies on the process of acquisition.
Sharing this view, Harmer (1987) adds:
A solid grasp of grammar is essential for students, as it enables them to connect language elements meaningfully rather than merely using isolated words for different purposes The ability to express functional language relies heavily on understanding the grammatical structure of that language.
The term "grammar" remains a contentious topic in research, as it is essential for students to grasp how language functions in various contexts It occupies a pivotal role in language teaching, with definitions evolving from historical to contemporary perspectives Despite its widespread use, grammar has multiple interpretations among scholars Harmer (1987) encapsulates this by stating that grammar encompasses the transformations words undergo when pluralized or negated, as well as the word order used in questions and the combination of clauses into single sentences.
Grammar, as defined by Thornbury (1999), involves the examination of the possible forms and structures within a language It serves as a framework that outlines the rules governing the construction of sentences in that language.
Students must not only build their vocabulary but also grasp grammar and its rules to effectively convey meaning Research suggests that integrating form-focused instruction within a communicative language classroom is more effective for teaching grammar than isolating structures or emphasizing communication alone Teaching English grammar as a Foreign Language significantly enhances students' linguistic proficiency, as a lack of grammatical knowledge can lead to confusion with complex expressions Despite being crucial for language development, many students know English yet struggle to use grammar correctly, particularly when expressing their thoughts and feelings Ultimately, a solid understanding of grammar is essential for students to achieve effective and comprehensive communication.
Harmer (1987) holds the view that,
A solid grasp of grammar is essential for students, as it enables them to connect language elements meaningfully rather than merely using isolated words for different purposes Mastery of grammar is crucial for effectively expressing functional language.
Besides, Crystal (2004) highlights the significance of profound comprehension towards grammatical rule
Grammar serves as the essential framework for effective communication, enhancing our understanding of language use By mastering grammar, we can improve clarity, identify ambiguities, and fully utilize the expressive potential of English This knowledge benefits not only English teachers but also educators across various subjects, as teaching grammar fundamentally revolves around grasping meaning.
Larsen-Freeman (2009) outlines several meanings of grammar in the context of language learning, including: a mental system that generates and interprets new utterances, a set of rules regarding language forms and their usage, a description of language behavior by proficient users, the focus of specific linguistic theories, a comprehensive work addressing major language structures, and the compilation of structures and rules for both instructional and assessment purposes, particularly for teachers.
Grammar is a fundamental component of language, providing the rules for arranging elements into meaningful sentences Teaching grammar enables learners to quickly identify language patterns and structures, enhancing their speaking, reading, listening, and writing skills Furthermore, it fosters accuracy and increases the likelihood of successful language acquisition In essence, a clear understanding of grammar serves as a key to achieving linguistic proficiency.
Teaching and learning grammar are crucial in language education, especially in English as a Foreign Language (EFL) and English as a Second Language (ESL) A solid understanding of grammar is essential, as it significantly impacts learners' language development Without adequate grammar knowledge, students' progress in language acquisition may be severely limited.
Types of Grammar
To differentiate between various types of grammar, it is essential to focus on their unique characteristics as taught in educational settings This approach aids linguists in resolving discrepancies related to grammar classification Langacker (1987) introduced cognitive grammar, positing that grammar is integral to human cognition rather than a separate process from meaning The discussion will encompass prescriptive, descriptive, pedagogical, and cognitive grammar, as these categories are deemed relevant in academic contexts The study will adopt an "extended" definition of grammar, as articulated by Brown (2007), which defines grammar as the system of rules governing the conventional arrangement and relationships of words in a sentence.
Descriptive grammar, as defined by Hinkel (2018), encompasses the linguistic rules employed by native speakers in everyday communication, including both standard and non-standard variations It adopts a non-judgmental approach, focusing on how language is utilized rather than what is deemed correct or incorrect Nunan (2005) emphasizes that descriptive language examines the practical use of language across different contexts and purposes without critiquing correctness Hinkel (2018) further notes that descriptive grammar reflects the influence of socio-cultural factors on language comprehension and communication, highlighting the role of cultural discrimination and familiarity with educational systems This perspective underscores the dynamic nature of language, as grammatical rules evolve continuously based on the daily practices of native speakers.
Descriptive grammar highlights the distinction between correct and incorrect language use, emphasizing standard linguistic forms and constructions (Hinkel, 2018) Despite this, native speakers frequently employ their own variations in everyday communication In contrast, prescriptive grammar serves as a guide that delineates rules for socially accepted language usage, focusing on constructions where usage may vary (Crystal).
The dichotomy in grammar not only results in various grammatical types but also creates social divisions by linking prestige to those who master grammar (Hudson, 1980) Prescriptive grammar is primarily utilized in teaching non-native speakers, as it provides a clear framework devoid of linguistic biases (Birch, 2005) Effective language instruction must emphasize essential rules and types to enhance learners' understanding across diverse fields, including education and professional environments In academic contexts, the application of prescriptive grammar is crucial, aligning with deductive grammar instruction that fosters grammatical knowledge and helps learners grasp how grammatical rules influence sentence meaning and structure.
Pedagogical grammar, as defined by Newby (2015), encompasses a selection of grammatical descriptions, exercises, and resources aimed at enhancing the learning process It integrates both grammatical frameworks and methodological approaches to simplify learning through active participation from students and teachers The primary emphasis of pedagogical grammar lies in the application of foreign language skills essential for effective communication within linguistic communities.
Pedagogical grammar, as characterized by 1973, serves as an informal framework comprising descriptions, activities, materials, and spoken rules that aid learners in acquiring a target language and achieving fluency Odlin (1994) emphasizes that it encompasses types of grammatical analysis and instructional methods tailored to student needs Little (1994) further defines it as a blend of pedagogical content and process, where the former involves describing the language system using various reference sources, and the latter focuses on the pedagogical treatment of the language to enhance learners' linguistic development.
Moreover, Dirven (1990) classifies the differences between pedagogical and descriptive grammar in the following diagram
Figure 2.1 Dirven’s distinction between pedagogical and descriptive grammar
Pedagogical grammar encompasses learning, teaching, and reference grammar, with learning grammar viewed as a competence that learners must develop According to Little (1994), teaching grammar involves representing language elements and integrating methodology Descriptive and pedagogical grammar share aspects, yet differ in technicality, scope, material presentation, and relevance to teaching (Derewianka, 2001) This research highlights the importance of pedagogical grammar for secondary school students, emphasizing the need for a comprehensive understanding of grammar The subsequent section will explore the significance of cognitive grammar and its application within pedagogical grammar.
Cognitive grammar, developed by Ronald Langacker (2008), offers a sophisticated interpretation of grammatical structures within cognitive linguistics According to Evans (2007), it focuses on modeling a language system that reflects mental grammar, enabling effective sentence production and communication Cognitive linguists, including Lakoff (1987), argue that language acquisition occurs through implicit learning of constructions derived from exposure to language, facilitated by the brain's pattern recognition abilities These inductively derived constructions align with those found in traditional grammar systems, highlighting the importance of a rich linguistic environment for effective pattern recognition and inductive learning.
Theories of Language Learning
Over the past few decades, the effectiveness of various teaching approaches has been a topic of debate among researchers Rod Ellis (2007) argued that denying the role of instruction in second language acquisition contradicts the experiences of many teachers and students Similarly, Herron and Tomasello (1992) highlighted that research supports the long-held belief among language teachers that formal instruction is advantageous for learning specific grammatical structures.
Research by Dulay and Burt (1982, 1973) indicates that direct teaching has minimal impact on a learner's inherent syllabus Sascha W Felix (1987), as cited by Green and Hecht (1992), further contends that while languages can be learned, they cannot be strictly taught.
The deductive approach is a widely used method for teaching grammar, often referred to as rule-driven learning This approach enables learners to grasp grammatical concepts by first presenting the rules and then providing example sentences While Thornbury (1999) acknowledges that the deductive method has its advantages and disadvantages, it is noted for its efficiency in conveying information, though it may also lead to confusion among students In this study, the researcher implemented the deductive approach to teach tenses in one classroom, aiming for students to acquire and master grammatical tenses effectively.
This thesis focuses on ninth-grade secondary school students learning English grammar Throughout their education, these students have been exposed to various tenses Implementing specific teaching approaches can enhance their understanding of grammar The researcher employs both deductive and inductive methods in this study Ultimately, the findings suggest that the deductive approach is more effective in improving grammar mastery among secondary school students than the inductive approach.
The formation and testing of interlanguage is the initial step in its reconstruction, highlighting that interlanguage is systematic as learners utilize their internalized grammatical rules to create utterances Although these utterances may appear incorrect from a native speaker's viewpoint, they are considered "grammatical" within the context of the learner's acquired rules Exposure to second language input facilitates the extraction of new forms and rules, while the transfer of data can lead to continuous changes in the system, resulting in instability Consequently, interlanguage features overlapping grammar, where old rules coexist with newly revised ones.
The final stage of the process never leads to the complexity of native competence Lary Selinker (1972) illustrates the learner’s independent language or interlanguage through the following diagram:
Figure 2.2 The system of Interlanguage (Lary Selinker, 1972)
All learners possess both implicit and explicit knowledge of a language Implicit knowledge refers to the unconscious understanding of a foreign language, while explicit knowledge involves a conscious awareness that can be articulated This distinction aligns with Krashen’s theory of acquisition versus learning Although Krashen posits that a second language cannot be fully acquired, Ellis (1997) suggests that there may be a direct connection between these two types of knowledge He argues that explicit knowledge can transform into implicit knowledge as learners progress Specifically, integrating explicit grammar instruction with implicit knowledge can aid in the development of interlanguage From the learners' viewpoint, explicit knowledge can be gained not only through direct instruction but also through consciousness-raising activities.
Language acquisition faces challenges due to the complexity of grammatical rules and the varying stages of learners' progress While explicit instruction aids in learning, it is not enough on its own Incorporating input-flooding exercises, which offer numerous examples of specific linguistic forms, words, and utterances, can enhance the learning process (Ellis, 1997) This approach prevents the fossilization of interlanguage grammars by providing learners with abundant explicit examples of target structures.
2.2.1 Krashen’s viewpoint regarding the role of grammar
Language teaching should focus on "language appreciation" rather than complex grammatical structures (Krashen, 1985) Effective grammar instruction can enhance language acquisition, especially when students are motivated and the target language is used for instruction This collaborative belief in the importance of formal grammar fosters a conducive environment for learning Krashen (1985) emphasizes that both teachers and students view grammar study as essential for the progress of language learners.
Grammar teaching serves as a gateway to linguistics by analyzing grammatical constructions across various languages, aiming to uncover linguistic universal principles While Krashen (1985) argues that learned knowledge cannot be acquired, Ellis (2002) suggests a potential interface between acquisition and learning, positing that explicit knowledge can transform into implicit knowledge as learners progress Specifically, explicit grammar instruction can be integrated with implicit knowledge, aiding in the development of interlanguage From the learner's viewpoint, explicit knowledge is gained through direct instruction and consciousness-raising activities, which are forms of instruction designed to enhance awareness of linguistic forms Ellis (2002) asserts that direct instruction can improve language accuracy and facilitate interlanguage development, although challenges arise from the complexity of grammatical structures and varying learner stages While explicit instruction supports language acquisition, it is not sufficient on its own; input-flooding tasks that present numerous examples of specific linguistic forms can prevent the fossilization of interlanguage grammar by providing learners with ample exposure to targeted forms.
Table 2.1 The relationship between two types of grammar instruction
The rule is learned in the context of formal instruction
The rule is learned as a child by acquiring the first language or the second language
Know about the rules “Pick up” the rule
The rule is learned consciously The rule is learned subconsciously The rule is learned explicitly The rule is learned implicitly
The Monitor Hypothesis posits that the learned system acts as a monitor, planning and correcting utterances during production According to Krashen (1982), three conditions—time, knowledge, and the form of grammatical rules—are essential to activate the monitor system Consequently, classroom time should focus on these aspects rather than solely on developing learned knowledge (VaPattern & William, 2015) Additional strategies for achieving acquired knowledge in the classroom are necessary This hypothesis allows students to adjust the form of words or utterances before speaking Krashen also notes that only "simple rules" enable the use of a monitor, while more complex grammatical structures may not consistently engage the monitor.
Krashen (2003) identifies three types of language learners: optimal monitor users, monitor under-users, and monitor over-users By evaluating an individual's psychological profile, one can determine their language learning type Typically, under-users tend to have extroverted personalities, while over-users are often introverted, which may reflect a lack of self-confidence.
2.2.3 Role of grammar in EFL contexts
English as a Foreign Language (EFL) involves learning English in non-native contexts, focusing on enhancing learners' ability to study and communicate in the language EFL classrooms utilize an "emergent language" approach, where teaching is shaped by students' thoughts and ideas, integrating grammar and vocabulary relevant to their experiences The primary goal of EFL educators is to ensure that all learners understand and can effectively interact in English.
In an EFL classroom, cultural topics, encompassing both verbal and non-verbal communication, can be effectively taught EFL lessons typically follow the presentation-practice-production (PPP) model, structured with a clear beginning, middle, and end to meet specific learning objectives Additionally, the focus of EFL is mainly on spoken and dialogic language, making traditional written grammar less relevant.
Approaches to Grammar Teaching
Grammar is a crucial aspect of language learning, and individuals aiming to master a new foreign language typically receive grammar instruction tailored to their proficiency level Research on language acquisition indicates that form-focused instruction (FFI) yields more effective outcomes than approaches that prioritize meaning alone According to Nassaji and Fotos (2007), grammar learning can be categorized into two models: focus on forms (FOFs), which teaches grammar in isolation, and focus on form (FOF), which integrates grammar with the meaning present in the study material.
According to Harmer (2007), there are two primary approaches to learning grammar: deductive and inductive The deductive approach involves teachers providing explanations or grammar formulas, which students then use to create sentences In contrast, the inductive approach presents students with examples of sentences first, allowing them to deduce the underlying grammar rules themselves.
2.3.2 Two main approaches to Grammar Teaching
Recent shifts in English grammar teaching methods have moved away from traditional approaches, such as the Grammar-Translation Method and the Audio-Lingual Method, which primarily focused on form Instead, there is now a greater emphasis on functional language use within communicative contexts, reflecting a transformation in classroom practices This evolution aligns with Huang's observations on the changing landscape of language education.
(2010) states that grammar instruction has moved from its central position in traditional language teaching approaches to playing virtually no role in communicative approaches (p 29)
Teachers have implemented diverse strategies to enhance students' understanding of grammar rules and exceptions for effective use in daily conversations According to Ellis (2006), the search for suitable teaching methods remains a topic of discussion among educators Additionally, students can optimize their performance by utilizing effective study techniques, as explored by Larsen-Freeman (2015).
The debate continues on whether students grasp language rules more effectively through deductive methods, such as direct information from textbooks, or through inductive approaches that encourage them to discover rules independently through examples An inductive learning strategy not only promotes understanding of language rules but also empowers students to develop their own analytical skills in rule identification.
This article discusses two key instructional approaches for teaching grammar: Inductive and Deductive The deductive approach moves from general principles to specific examples, while the inductive approach starts with specific instances to derive general rules.
Thornbury (1999) argues that a deductive classroom allows students to save time and focus on key concepts However, he cautions against beginning lessons with grammar presentations, particularly for young learners, as this approach may not be effective.
Bourke (1996) argues that the deductive approach emphasizes form over meaning, leading to a more passive learning experience for students rather than an active engagement in the learning process.
Deductive reasoning, as noted by Sriraman and Adrian (2004), begins with general principles and narrows down to specific instances The Advance Organizer is a deductive approach that helps structure presentations by outlining key topics at the beginning of a class For instance, a docent can utilize an Advance Organizer to effectively guide an art tour Joyce, Weil, and Calhoun (2015) describe this model as a significant tool for art historians, linking various subordinate ideas to the unique features of the art being examined Furthermore, advanced organizers enhance learning by improving teaching presentation methods A meaningful learning environment is fostered when educators address three essential concerns.
(1) how knowledge is organized (curriculum content)
(2) how the mind works to process new information (learning)
(3) how teachers can apply these ideas about curriculum and learning when they present new material to students (instruction)
Thornbury (1999) emphasizes that a deductive lesson begins with the teacher presenting a grammar point, highlighting the grammar pattern through examples In this approach, the instructor first teaches grammatical rules, followed by examples, allowing students to apply the rules by creating their own sentences Erlam (2003) supports this by stating that the analysis of targeted grammar patterns precedes drills and activities in a deductive classroom This method aligns with the Grammar-Translation approach, enabling students to familiarize themselves with the structure before producing their own examples (Nunan, 1991) Fortune (1992) describes the Deductive Approach as “the bread and butter of language teaching around the world,” noting its prevalence in many course books and self-study grammar resources (p.79).
One significant drawback of this approach is that students may struggle to engage actively in the teaching-learning process, as they primarily learn grammar through direct instruction from their teacher or the content presented in their textbooks.
There are more advantages and disadvantages of deductive approach Widodo (2006) clarifies the advantages and disadvantages of deductive approach in Table 1
Table 2.2 Advantages and Disadvantages of Deductive Approach
1 The deductive approach goes straightforwardly to the point and can be time-saving
2 A number of rule aspects (for example, form) can be more simply and explained than elicited from examples
3 A number of direct practice/ application examples are immediately given
4 The deductive approach respects the intelligence and maturity of many adult learners in particular and acknowledges the roles of cognitive processes in language acquisition
5 It confirms many learners’ expectations about classroom learning particularly for those who have an analytical style
1 Beginning the lesson with a grammar presentation may be off-putting for some learners, especially younger learners
2 Younger learners may not be able to understand the concepts or encounter grammar terminology given
3 Grammar explanation encourages a teacher-fronted or transmission-style classroom So, it will hinder learner involvement and interaction immediately
4 The explanation is seldom as memorable as other forms of presentation (for example, demonstration)
5 The deductive approach encourages the belief that learning a language is simply a case of knowing the rule
Thornbury (1999) emphasizes that the inductive approach requires learners to discover grammar rules through conversations or texts rather than isolated sentences He further asserts (2000) that this method allows learners to first engage with examples showcasing grammatical structures, enabling them to develop an understanding of the rules without prior knowledge.
Ellis (1996), Nunan (2005), and Thornbury (1999) argue that an inductive approach is particularly effective for teaching grammar to young learners, as it encourages student engagement in learning activities However, this method also has its drawbacks, including being energy-consuming Widodo (2006) outlines the advantages and disadvantages of the inductive approach in Table 2.
Instructors must offer diverse learning activities that facilitate easy thinking for students (Brown, 1990) Young learners, driven by curiosity, tend to absorb information more rapidly and extensively (Faw, 1980) This aligns with the inductive approach, where students grasp grammar through engaging activities rather than explicit explanations The advantages and disadvantages of this approach are detailed in the following table (Widodo, 2006).
Table 2.3 Advantages and Disadvantages of Inductive Approach
1 Learners are trained to be familiar with the rule discovery; this could enhance learning autonomy and self-reliance
2 Learners’ greater degree of cognitive depth is “exploited”
3 The learners are more active in the learning process, rather than being simply passive recipients In this activity, they will be motivated to learn English
4 The approach involves learners’ pattern-recognition and problem solving abilities in which particular learners are interested in this challenge
5 If the problem-solving activity is done collaboratively, learners get an opportunity for extra language practice
1 The approach is time and energy-consuming as it leads learners to have the appropriate concept of the rule
2 The concepts given implicitly may lead the learners to have the wrong concepts of the rule that is taught
3 The approach can place emphasis on teachers in planning a lesson
4 It encourages the teacher to design data or materials that will be taught carefully and systematically
5 The approach may frustrate the learners with the students’ personal learning style, or their past learning experience
2.3.2.3 Differences between Deductive and Inductive Approach
The effectiveness of deductive and inductive approaches in teaching grammar varies based on students' abilities, as learners have different styles and preferences for acquiring new languages and subjects This ongoing debate among language teachers highlights the lack of consensus on which method is superior for grammar instruction.
The Deductive and Inductive Approaches are relatively dissimilar to each other in several aspects Gollin (1998) shows the differences in deductive versus inductive language learning
The knowledge gap in the literature
Recent research on grammar teaching in EFL classrooms has yielded inconsistent results, with some studies favoring deductive instruction and others supporting inductive methods for grammar test performance While several studies have identified essential grammar features for students, there is a lack of discussion on the effectiveness of these instructional approaches for secondary school learners The inconclusive findings stem from the varied implementation of both methods, complicating comparisons across studies Additionally, students have shown limited progress in grammar accuracy, and there are few studies that specifically address the effectiveness of deductive and inductive techniques in teaching grammar to this age group.
METHODOLOGY
Research Design
The study utilized both quantitative and qualitative methods, specifically employing content analysis to gather and analyze data Quantitative data, derived from experiments and questionnaires, focused on measurable aspects, while qualitative data explored behavioral patterns, meanings, and language usage A quantitative case study approach was adopted to facilitate data collection and analysis Additionally, the research incorporated qualitative design to assess teachers' and students' perceptions of the effectiveness of Deductive and Inductive Approaches in teaching grammar to secondary school students The questionnaire featured seven questions based on a five-point rating scale, with data analysis performed using the SPSS program.
This study aimed to evaluate the effectiveness of deductive and inductive approaches in teaching grammar to ninth-grade students A total of 135 students participated, divided into three groups of 47 to 48 students each, with the teaching methods assigned randomly.
The researcher used two experimental groups and one control group
In a study involving three classes, one served as a control group with no grammar instruction, while the other two classes received grammar lessons through inductive and deductive methods A pre-test was administered to both classes to gather baseline data Class A was taught using the deductive approach, while Class B was instructed with the inductive method, with both teaching activities spanning four weeks.
The experiment spanned about a month, during which the researcher conducted four meetings for each group involved in the study Two sessions focused on teaching grammar rules, while the remaining sessions were dedicated to administering pre-tests and post-tests, ensuring at least one meeting per week Both deductive and inductive classrooms utilized the same materials and assessments, with the primary distinction being the teaching approach employed for grammar instruction.
At the conclusion of the teaching and learning process, students underwent a post-test to assess their grammar mastery The test results were analyzed to determine any improvements in the students' grammar skills This allowed the researcher to identify which teaching approach was more effective for instructing Grade 9 students at Ngo May Secondary School.
Variables
A variable, as defined by Brown (1991), is an element that can change or differ To clarify, it refers to any measurable entity that exhibits variability, as noted by Sprinthall, Schmutte, and Sirois.
This study examines the impact of teaching methods on students' grammar scores, with deductive methods applied to one group and inductive methods to another According to Fraemel and Wallen (1993), the independent variable, which influences the outcome, is the teaching method used, while the dependent variable remains the students' grammar scores from tests The focus of the grammar material includes conditional sentences and tenses.
Research Entrance Test
Research Entrance Test was used in this study to sort three out of eight classes that have the similar mean in order to choose the participants
Table 3.1 Means of classes in Ngo May Secondary School
Table 5 presents the mean scores of eight ninth-grade classes at Ngo May Secondary School, revealing that class 9A3 achieved the highest mean score of 6.5729, while class 9A1 recorded the lowest at 5.1875 Notably, classes 9A3, 9A7, and 9A8 exhibited significantly higher mean scores of 6.5729, 6.3298, and 6.4362, respectively Conversely, the lowest scores were observed in classes 9A1, 9A2, and 9A5, with mean scores of 5.1875, 5.6395, and 5.6333 The author conducted pre-tests and post-tests on the three highest-scoring classes, randomly assigning them into a control group (9A3) and an experimental group (9A7 and 9A8).
Research Setting and Participants
This study focused on grade 9 students at Ngo May Secondary School in Quy Nhon, utilizing final first semester examination results from the Department of Education and Training in 2021 to select student groups Conducted during the 2021-2022 academic year, the pre-sessional course lasted four weeks, with groups observed throughout their second-term semester Students attended 45-minute classes every four weeks, aimed at enhancing their language skills to achieve high scores in the upcoming final second semester test The researcher employed specific textbooks to support the learning process.
In the classroom, "Tiếng Anh 9" (English 9) and supplementary materials were utilized, although the grammatical structures were familiar to the students Despite this familiarity, most students struggled to apply these structures correctly during revision tasks, as noted by their teachers Prior to the lesson, the lesson procedures and instructional approaches were reviewed in collaboration with the head teachers.
The study involved 135 Grade 9 students from Ngo May Secondary School, specifically from classes 9A3, 9A7, and 9A8, selected due to their limited distance learning experiences as indicated by their prior testing and assessments To ensure data homogeneity, students who faced challenges in participating in school activities during COVID-19 were excluded The participant demographics included both males and females, with the control group predominantly male, while the experimental groups had a balanced gender distribution Class 9A3 comprised 45 students, including 27 boys and 18 girls.
In class 9A8, there are 23 girls and 22 boys, while another group consists of 22 girls and 23 boys Initially, all groups had similar sizes; however, due to a virus outbreak, the number of students decreased, resulting in some absentees during the post-test who had previously participated in the pre-test and lessons Consequently, both groups ended up being slightly smaller than anticipated.
Number of participating students in the study 47 48 47
Number of participants included in the study 45 45 45
Quasi-experiment
A quasi-experimental design was employed to address the first research question, aiming to determine the effectiveness of the intervention Unlike true experiments, this design does not include essential elements such as a pre-post-test, treatment group, and control group Additionally, instructors are unable to randomly assign students to control and experimental groups, necessitating the use of a quasi-experimental approach (Griffee, 2012).
Research Instruments
The study utilized a pre-test and post-test to achieve its objectives, while an observation sheet was developed in collaboration with English teachers to ensure the research remained aligned with its original purpose.
The teacher conducted an experiment using proficiency (pre-test) and achievement tests (post-test) to assess students' language abilities Desmond (1999) notes that proficiency tests evaluate language skills irrespective of development, while achievement tests reflect what students have learned Green (2014) highlighted that both tests followed the same format, with exercises focusing on discrete categories, culminating in an integrative error-correcting task The deductive approach to testing grammatical structures may be more effective than the inductive approach, which can be less reliable in language learning Additionally, discrete item tests help learners assess their own knowledge, as both pre- and post-tests were administered to the target students to ensure equivalence between experimental and control groups The post-test was given after a lesson on each approach, focusing on statistical language rather than the ability to use it.
The researchers employed various data analysis techniques, including means, standard deviations, and the t-test, to investigate potential statistical differences between students' scores in pre- and post-tests.
The pre-post test was utilized to address the first research question, ensuring that it did not affect students' grades or their study program Prior to the study, students had not received instruction on the grammatical structures, although they had encountered some features previously Two groups were taught using similar materials, with the inductive group engaging in more discussion and exploration of rules, while the deductive group focused on practicing rules with various examples The researcher created multiple examples and a digital presentation covering tenses, conditional sentences, and countable versus uncountable nouns, drawing inspiration from Raymond Murphy's "English Grammar in Use," which offers clear explanations and practice exercises The selected structures aimed to enhance students' grammar understanding in preparation for their upcoming exams.
Students received targeted grammar instruction from teachers to ensure high reliability in learning The pre-test and post-test utilized exercises from the Oxford Guide to English Grammar by John Eastwood, focusing on specific grammatical features Additionally, error-correction exercises were created by Stella (2019) and reviewed by a senior lecturer These language tests were carefully selected with the assistance of a senior EFL instructor from the University of Bedfordshire.
The scoring system for the grammatical exercises included four tasks with a total of forty sentences, where participants were required to select and circle the correct answers, earning 0.25 marks for each correct response, allowing for a maximum of 10 marks Additionally, in the error correction exercise, students needed to identify mistakes and provide the correct forms.
Inductive and deductive lessons were used to present grammatical structures The following procedures were followed:
1 Grammatical lessons and instructional procedures were previously planned together with the teachers so as to implement the study Moreover, lesson plans and teaching materials were given to the instructors prior to the teaching of the targeted structure
2 During the teaching-learning process, the researcher combined with the teachers to overcome any issues related to the implementation of the experiment
3 Pre-tests and Post-tests were delivered to the students before and after the treatment
4 The Naturalistic group received an inductive grammar teaching method while the deductive approach was used with the Formal group The Control group experienced no treatment In order to evaluate the effectiveness of these teaching approaches on the learning and retention of English grammar, students were taught over the course of four weeks four grammatical structures
3.6.1.2 Evaluation of Pre-post Grammar Tests
Evaluating language proficiency is a challenging task, as noted by Watanabe and Swan (2008), but assessing testing procedures can provide valuable insights into learners' strengths and weaknesses Similarly, Desmand (1999) highlights the use of a pro-test to measure students' language abilities based on specific grammatical structures, independent of any particular instructional course Additionally, a post-test was administered at the end of the course to evaluate teaching effectiveness and identify areas where learners struggled (Desmond, 1999).
3.6.1.3 Reliability of Pre-post Tests
To assess the reliability of both tests, the researcher selected three classes from a total of eight, ensuring they had equivalent English proficiency levels among students Due to the challenges posed by the COVID-19 pandemic, it was not feasible to conduct a reliability test for all students Consequently, the classes were chosen based on their final exam results, leading to the selection of 9A3, 9A7, and 9A8, which exhibited no significant differences in students' proficiency levels The grammar teaching instruction was implemented randomly across these classes.
Table 3.3 The Reliability of the Pre-post Tests
Scale N of items Cronbach’s alpha
The Formal group deductive approach 2 762
The Naturalistic group inductive approach 2 876
The reliability of the proficiency and achievement tests was assessed using Cronbach’s reliability index, revealing a high degree of internal consistency in the grammar tests The reliability coefficient for the Control group was 764, while the Formal group had a Cronbach’s alpha value of 762 In contrast, the Naturalistic group demonstrated a higher reliability with a Cronbach’s alpha of 876 Overall, the reliability indices for both the pre-test and post-test exceeded 7, indicating moderate reliability, thus confirming that the instruments used were adequate for the study.
The agreement scale questionnaire aimed to explore the most effective learning approach for students through inductive and deductive grammar instruction It consisted of seven questions based on a five-point Likert scale, developed by Rensis Likert in 1931 to assess attitudes This scale was specifically designed to measure attitudes towards inductive and deductive grammar teaching, adapted from Silk’s (2014) questionnaire on learners' perspectives The statements in the questionnaire were intended to address the third research question Participants rated their level of agreement on a scale from 1 (strongly disagree) to 5 (strongly agree), reflecting their prior grammar learning experiences and various methods of grammar acquisition.
The demographic data from the questionnaire includes biographical information on gender and study class, analyzed through frequency analysis Additionally, numerical data was examined using descriptive statistics with the SPSS program, which is preferred for its ability to process Likert scale data and provide graphical representations The program also assesses the reliability of the questions using Cronbach’s alpha index, making it a popular choice among researchers in related fields (Dornyei, 2010).
A significant limitation of the study is the uncertainty regarding the truthfulness and reliability of participants' responses Many subjects may not have fully considered their answers or may have been less honest in completing the questionnaire to safeguard their privacy Additionally, some responses might have been selected prior to reading the questions, potentially compromising the validity of the results.
The researcher assesses the reliability of the code by calculating Cronbach’s alpha coefficient, which measures internal consistency reliability This concept refers to the degree of consistency among items within an instrument and their alignment with the overall tool Essentially, Cronbach’s alpha evaluates how each item correlates with others and the total instrument during data analysis and coding (Gay, Mills, & Airasian, 2006, pp 141-142).
Table 3.4 The Reliability of Questionnaire
Reliability Statistics Cronbach's Alpha N of Items
Procedures of the Study
+ Data collection: Student’s Course Books Grade 9 (Volume 2) and exercises from the Oxford Guide to English Grammar by John Eastwood
+ Data analysis: This procedure consists of three main stages: the Pre- test, the Treatment stage and the Post-test
To achieve the study's objectives, the researcher utilized a True-Experimental design, examining students from classes 9A3, 9A7, and 9A8 through proficiency and achievement tests The research involved a pre-test and post-test to evaluate the effectiveness of the deductive method of teaching grammar in comparison to the inductive method Following participant screening, the instruction period commenced, with three groups of language learners attending separate classes The experimental group received both inductive and deductive grammar instruction, while the control group experienced a combination of the two approaches.
Qualitative analysis was employed to evaluate expert suggestions, with validation values for each assessment point calculated as actual scores (X) These quantitative scores were then converted to qualitative values based on a five-point scale The effectiveness of the intervention in enhancing scientific literacy was assessed using gain scores and independent sample t-tests.
Percentage of learning implementation was then converted into qualitative data using criteria from Widoyoko The category of learning implementation can be seen in Table 9
The effectiveness of the product in enhancing scientific literacy was evaluated through gain scores and independent sample t-tests Gain scores were utilized to measure the improvement in scientific literacy, calculated using a specific equation.
Table 3.5 Conversion of the Actual Score into a Five Scale Score
The differences between the two groups were analyzed, and the mean scores and standard deviations of the results were computed using SPSS Additionally, the survey responses from the participating students were evaluated, and a t-Test was conducted using the same software.