Scribd
Upload
116 views

Coursework Task 1 Grammar

The document discusses deductive and inductive approaches to teaching grammar. A deductive approach presents rules first before examples, while an inductive approach uses examples for students to infer rules themselves. The author argues that the inductive approach is preferable as it is more engaging for students and better supports long-term retention and application of grammar concepts. However, the author acknowledges that both approaches have benefits and that teachers should use strategies suited to their students' needs.

Uploaded by

Pauline Yang
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
116 views

Coursework Task 1 Grammar

The document discusses deductive and inductive approaches to teaching grammar. A deductive approach presents rules first before examples, while an inductive approach uses examples for students to infer rules themselves. The author argues that the inductive approach is preferable as it is more engaging for students and better supports long-term retention and application of grammar concepts. However, the author acknowledges that both approaches have benefits and that teachers should use strategies suited to their students' needs.

Uploaded by

Pauline Yang
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 2

Coursework Task 1 Critical Response. Grammar and Function Savignon (198 !

! descri"es a language #unction as $t%e use to w%ic% language is put& t%e purpose o# an utterance rat%er t%an t%e particular grammatical #orm an utterance takes'. (anguage #unctions re#er to t%e purposes in w%ic% we use language to communicate. (anguage #unctions can "e de#ined as t%e goals t%e language learner needs to ac%ieve in order to communicate. Savignon& S. ). Communicative competence* T%eor+ and classroom practice (198 ! T%ere are a deductive approac% (rule,driven! starts wit% t%e presentation o# a rule and is #ollowed "+ e-amples in w%ic% t%e rule is applied. .n /nductive approac% (rule,discover+! starts wit% some e-amples #rom w%ic% a rule is in#erred. For me deductive approac% gets straig%t to t%e point and can t%ere#ore "e time, saving. 0an+ rules can "e more 1uickl+ e-plained t%an elicited& t%ere"+ allowing more time #or practice and application. Starting t%e lesson wit% a grammar e-planation ma+ "e #rustrating #or some students& especiall+ +ounger ones. T%e+ ma+ not %ave su##icient meta language or ma+ not "e a"le to understand t%e concepts involved. /t respects t%e intelligence and maturit+ o# man+ students and acknowledges t%e role o# cognitive processes in language ac1uisition. Grammar e-planation encourages a teac%er,#ronted& transmission st+le classroom. /t con#irms man+ students2 e-pectations a"out classroom learning& particularl+ #or t%ose wit% an anal+tical learning st+le. 3-planation is seldom as memora"le as ot%er #orms o# presentation& suc% as demonstration. /t allows #or teac%ers to deal wit% language points as t%e+ come up rat%er t%an %aving to anticipate t%em and prepare #or t%em in advance. Suc% an approac% encourages t%e "elie# t%at learning a language is simple a case o# knowing t%e rules. / strongl+ "elieve t%at learner discover #or t%emselves are more likel+ to #it t%eir e-isting mental structures& making t%em more meaning#ul& memora"le and servicea"le. Time and energ+ spent working out rules ma+ mislead students into "elieving t%at rules are t%e o"4ective o# language learning. T%e mental e##ort involved ensures greater cognitive dept%& again ensuring greater memora"ilit+. Students ma+ %+pot%esi5e t%e wrong rule& or t%eir version o# t%e rule ma+ "e eit%er too "road or to narrow. Students are more activel+ involved in t%e learning process and are t%ere#ore likel+ to "e more attentive and motivated. /t can place %eav+ demands on teac%ers in planning a lesson.

6orking t%ings out #or t%emselves prepares students #or greater sel# reliance and autonom+. .n inductive approac% #rustrates students w%o& "ecause o# personal learning st+le or past learning e-perience& would pre#er simpl+ to "e told t%e rule. . 7eductive teac%ing involves drawing t%e learner2s attention speci#icall+ to one or more #eatures o# t%e linguistic s+stem. T%is can "e ac%ieved "+ descri"ing rules or principles and t%e getting students to appl+ t%is in practice in t%e #orm o# grammar. Finall+ / %ad made a conclusion t%at grammar learning in an 3S( classroom is somet%ing ver+ important. / will keep on wit% m+ wa+ o# teac%ing grammar directl+. For me w%en t%e students mastered t%e grammar rules t%e+ will not make mistakes in written work. .nd / do %ope no matter w%at approac%es / use to teac% & m+ learners will %ave "ene#its and learn somet%ing.

You might also like