THE INDUCTIVE APPROACH IN

TEACHING FOREIGN
LANGUAGES
Łukasz Walterowicz
THE INDUCTIVE APPROACH:
KEY CONCEPTS
An introduction of concepts vital to understand
the inductive approach.
 KEY CONCEPTS

INDUCTIVE INFERENCE
It is the type of reasoning in which a general rule is
hypothesized from examples (Angluin and Smith,
1983), i.e. it ‘goes from the specific to the general’
(Decoo, 1996:96).
INDUCTIVE INFERENCE VS. LEARNING
Induction is often compared to the process of language
acquisition (Gold 1967; Putnam 1975; Wexler and
Culicover 1980; Decoo 1996), thus Angluin and Smith argue
that ‘it is useful not to confuse inductive inference with
learning, although induction may be used in learning’
(1983:237).
 KEY CONCEPTS

INDUCTIVE LEARNING
It is based on inductive reasoning. The discovery of the
rule occurs through the analysis of examples. (Nunan 1999:309)

Example Practice Rule

Stern, 1992

The students complete The rule is formulated

The task is assigned. There is an example the task on the basis by the students and
provided. of the provided clarified by the
example. teacher if necessary.
THE INDUCTIVE APPROACH:
FINDINGS AND OPINIONS
Findings and opinions.
Features, arguments and contradictions.
GENERAL CHARACTERISTICS:
findings and opinions

INDUCTIVE APPROACH
The inductive approach The inductive approach takes
Within this approach, the a lot of needless effort
bears strong (students will think ‘just give
learner is given several
resemblances to first us the rule’). Students,
examples, “a corpus,”
language acquisition however, are activated and
and has to discover “the
though the language is become familiar with
regularities” (Berendse, inductive reasoning, which is
not acquired
2012:12 after Krashen, beneficial for future learning
subconsciously
1982:113). (Berendse, 2012:12 after
(Berendse, 2012:12). Kwakernaak, 2009).
GENERAL CHARACTERISTICS:
findings and opinions

INDUCTIVE APPROACH
Students may get
It is time-consuming and overwhelmed with the
very demanding, method, however they It is well-adjusted to the
however it pays off will memorize and needs of young students
(Mohammad and Jaber, remember the material (Rivers, 1975).
2008). for a long time (Tarsoly
and Valijärvi, 2012).
GENERAL CHARACTERISTICS:
findings and opinions

INDUCTIVE APPROACH
Students infer linguistic
The possible outcomes of
Students may come up concepts, however they do not
such teaching have great
with incorrect learn the terminology during
impact on the further
interpretations of rules, the inductive process. Taking
development of the learning
abstract form for ‘the real
however making rule’ is considered incorrect.
abilities of the students.
mistakes is natural in Furthermore, the students will
Nevertheless, all the necessary become more active and
language learning terms can be introduced by independent in their learning
(Kwakernaak, 2009). the teacher after the inductive (Kwakernaak, 2009).
process (Kwakernaak, 2009).
THE INDUCTIVE APPROACH:
STRENGTHS AND WEAKNESSES
Strengths and weaknesses of the inductive
approach in classroom environment application.
THE INDUCTIVE APPROACH

Students tend to memorize Effective in communicative

and remember material language teaching of adult
efficiently. learners.
(Younie, 1974) (Shaffer, 1989; Bluedorn, 1989)

STRENGTHS

Students actively
Increases the cognitive
participate in the process
curiosity of the students.
of learning.
(Tarsoly and Valijärvi, 2012)
(Mohammad and Jaber, 2008)
THE INDUCTIVE APPROACH

Motivates students to
It is exciting and and
independent learning and
intriguing for the students
autonomous effort
(Tarsoly and Valijärvi, 2012)
(Tarsoly and Valijärvi, 2012)

STRENGTHS

Well-adjusted for young Students become less

learners. dependent on instruction.
(Rivers, 1975) (Berendse, 2012)
THE INDUCTIVE APPROACH
Decreases the sense of
safety and security among
students.
(Tarsoly and Valijärvi, 2012)
WEAKNESSES
Using this approach in
teaching is very time-
consuming.
(Younie, 1974; Berendse, 2012)
There is a risk that
misinterpretations and
errors will occur.
(Tarsoly and Valijärvi, 2012; Berendse,
2012)
Very demanding for the
teacher and the students
as well.
(Rivers, 1975)
THE INDUCTIVE APPROACH
The aim of teaching is not
always clear to the Students may feel lost and
students. owerwhelmed with the
process of learning.
(Tarsoly and Valijärvi, 2012)
(Tarsoly and Valijärvi, 2012)

WEAKNESSES
REFERENCES
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