Abdelmalek Essaadi University

Faculty of Letters and Humanities

Department of English Studies

Martil, Tetouan

Preferences of EFL Learners in Grammar

Instruction: A Comparative Analysis of Deductive
and Inductive Approaches

Prepared by: Supervised by:

Zouhir Boujdak Dr. Redouan El Ayadi

Registration Number: 19030616

Option: Linguistics

Monograph submitted to the Department of English Language and Literature at

Abdelmalek Essaadi University in partial fulfillment of the requirements for the BA
Degree in English Language and Literature

Academic Year: 2022 – 2023

 TABLE OF CONTENTS

DEDICATION ................................................................................................... 4
ACKNOWLEDGEMENT .................................................................................... 5
INTRODUCTION .............................................................................................. 1
LITERATURE REVIEW ...................................................................................... 4
CHAPTER ONE ................................................................................................ 5
1: Deductive approach verses inductive approach in learning grammar .................................... 5
1.1: Distinction between approach and method.......................................................................... 5
1.2: Acquisition vs learning .......................................................................................................... 6
1.3: Definition and illustration of deductive approach in teaching grammar.......................... 7
1.4: Definition and illustration of inductive approach in teaching grammar ........................ 10
2: Other methods to teaching grammar ........................................................................................ 16
2.1: Grammar translation method ............................................................................................. 16
2.2: The direct method ................................................................................................................ 17
2.3: Audiolingualism method...................................................................................................... 17
2.4: Focus on form ....................................................................................................................... 18
2.5: Meaning focused instruction ............................................................................................... 18
3: Grammar: its definition and importance to EFL learners ...................................................... 20
3.1: Defining grammar ................................................................................................................ 20
3.2: Types of grammar ................................................................................................................ 21
3.3: Defining EFL learners ......................................................................................................... 24
3.4: Significance of grammar to EFL learners.......................................................................... 25
4: Studies comparing the effectiveness of deductive and inductive approaches ........................ 27
4.1: Studies in favor of the deductive approach ........................................................................ 27
4.2: Studies in favor of the inductive approach ........................................................................ 29

CHAPTER TWO ..............................................................................................33

1: Methodology ................................................................................................................................ 33
1.1: Research-based approach.................................................................................................... 33
1.2 Data collection and participants........................................................................................... 34
2: Analysis and Discussion .............................................................................................................. 35
2.1: Discussing and analyzing which one of the two approaches under investigation is
more effective to learners from students’ point of view ........................................................... 35
2.2: Discussing and analyzing which approach is preferred by EFL students ...................... 39
 2.3: Examining whether the approach employed by teachers is satisfactory and comfortable
for EFL students .......................................................................................................................... 41
2.4: conclusion.............................................................................................................................. 44

CONCLUSION.................................................................................................45
BIBLIOGRAPHY ..............................................................................................47
 DEDICATION

I dedicate this research to my parents, who were always

there for me, they always supported me. I thank them for

believing in me and encouraging me. I am extremely

grateful for their outpouring support during in every path

I take to achieve my dreams and goals.

 ACKNOWLEDGEMENT

First, I would like to thank the Almighty Allah for giving me the opportunity and guidance to

achieve my goal. Then I would like to thank my family especially my mother and father for

their tireless efforts and support. I would like to give a special thanks to my research supervisor

Dr. Redouan El Ayadi, for his support and kindness, without his assistance and guidance, this

research paper would never have been completed. I am very grateful to him. Last but not least,

I want to thank all my friends who assisted me to accomplish this research. Finally, I thank all

the participants who have responded to the questionnaire designed to gather data for this

research paper.
 INTRODUCTION

Over the recent years, grammar has been a point of discussion among language instructors

and researchers in the field of applied linguistics. Many researchers and educators disagreed on

the best approaches or methods to teach grammar, particularly in the case of EFL learners. It

has been noticed recently that a number of EFL learners face struggles in learning English

grammar, presumably, the reasons behind this struggles are due to the way grammar is taught

to EFL learners.

As a high school student, I faced certain difficulties in learning English grammar, these

difficulties triggered my interest to explore and investigate the way English grammar is taught

to learners of English language. Since the inductive approach and the deductive approach are

common in teaching English grammar to English language students and also the fact that these

two approaches have recently been a point of discussion among teachers and students I decided

to investigate which approach is more preferred by EFL students. Moreover, this study would

be beneficial for English learners since it concerns one of the most important branches of

English studies. Deductive approach and inductive approach are very different and opposing

each other. In the deductive approach the teacher works from the general to specific, this

approach called informally a “top down” approach; this means the teacher gives his/her students

a grammatical rule in the beginning then applying it by the students. Decoo (1996) views that

“education is a process that goes from the general to the specific”. On the other hand, the

inductive approach moves from the specific to the general, the students are given certain

examples with certain grammatical rules and then they should notice and figure out the rule by

themselves, Harmer (2007) concludes that “students see examples of language and try to work

out how it is put together. Thus, for example, after students have read a text, we can ask them

to find examples of different past tenses and say how and why they are used (p.207). The choice
1
of using a deductive or an inductive approach to teach grammar depends on the teacher and his/

her previous experience in teaching

This paper investigates a number of points related to the way English grammar is taught to

EFL students, including grammar teaching, and the deductive and inductive approaches and

mainly what approach students prefer. These points will be discussed in four main sections.

Given that the two common approaches in teaching grammar are the deductive approach and

the inductive approach, the first chapter of this research paper will mainly focus on these

approaches. In the first section the main focus will be on the differences between deductive

instruction and deductive instruction, with mentioning their definitions, advantages and

disadvantages as well. In addition to the difference between learning and acquisition and also

the distinction between approach and method. The second section sheds light on some methods

to teaching grammar, such as Grammar translation method, the direct method, Audiolingualism,

Focus on form, and Meaning focused instruction. The third section will be dedicated to define

grammar and explain its significance to EFL students. Finally, the last section will be devoted

to talk about previous studies that were conducted to investigate the deductive approach and

the inductive approach to teach grammar. That is to say, the first chapter will contain four main

sections.

Once a theoretical framework for this research has been established, the second chapter

committed to investigate a specific data based on a certain approach. This study will be based

on a quantitative research design to investigate the effectiveness of inductive and deductive

approaches to teaching grammar. Concerning data collection instrument, a questionnaire will

be made to collect data from students in Ibn Hazm high school in Imzouren-Alhoceima. That

is to say, this study falls within the field of Applied Linguistics and aims to answer several

questions, such as:

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 Which approach is more effective to learn grammar from learners’ point of view? Why?

 Which approach is preferred by EFL students to learn grammar?

 Are EFL students comfortable with the approach adopted by their teachers?

3
 LITERATURE REVIEW

Over the past years, a number of researchers carried out studies and investigated the

deductive and inductive approaches to teaching grammar to English language learners, they

have executed numerous tests and experiments in order to determine whether there is any

significant difference that could be found between the effectiveness of the deductive and

inductive approaches in learning, and they came up with different results and explanations. To

begin with, the researchers came to a different conclusions, on the one hand, there are

researchers and studies in favor of the deductive method, such as Fischer (1979) argued that

the deductive approach where the grammatical structure is explained before it is applied seems

more logical and gives a higher degree of certainty of the grammatical knowledge. On the

other hand, there are studies in favor of the inductive approach, for more illustration, Al-

Emami (cited in Alzu’bi 2015:189) executed a study in 2005 in which he compared the effects

of the inductive and deductive ways of teaching on learning relative clauses in English

language, the results of his study were in favor of the inductive approach. Furthermore in a

previous research by Anastasia Shirav and Emi Nagai (2022) they concluded that the inductive

approach outperformed the deductive approach on the recognition test. However, what can be

noticed in the previous researches is that; most of the studies did not take into consideration

what learners prefer, and which approach they feel comfortable with in learning grammar. To

conclude, many studies were conducted to search and investigate the effective way to teach

grammar to English language learners, each research came up with varying conclusions and

results.

4
 CHAPTER ONE

THEORITICAL PART

1: Deductive approach verses inductive approach in learning grammar

1.1: Distinction between approach and method

In the field of language teaching the terms approach and method may seem similar, but in fact

to refer to different aspects of how tasks are approached and completed.

 : Defining approach

Approach comes from the Latin word ‘appropriare’ which means “to go nearer”.

Richards and Rodgers define approach as follows “approach refers to theories about the

nature of language learning that serves as the source of practice and principles in

language teaching” (1986, p.14). Accordingly, approach in language teaching refers to

theories that explain how language is learned. These theories provide the basis for

practical implementation and the guiding principles that shape language teaching

methods.

 : Defining method

Method can be simply defined as a set of procedures or techniques used to achieve a

certain goal. Richards and Rodgers gives a clear definition to method. “ method is the

level at which theory is put into practice and at which choices are made about the

particular skills to be taught, the content to be taught, and the order in which the content

will be presented” ” (1986, p.15).

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 1.2: Acquisition vs learning

Language acquisition and learning are terms that are usually used interchangeably, but in fact

they refer to different processes. For instance learning a language is not the same as acquiring

the native language or L1.

Initially, Felder states that “To acquire a language means to pick it up gradually, gaining the

ability to communicate with it without necessarily being able to articulate the rules” (1995,

p.26) this means that acquirers do not think in the rules when speaking their acquired L1. In

addition to this, Krashen argues that “acquirers need not have a conscious awareness of the

rules they possess, and may self-correct only on the basis of a feel for grammaticality” (1981,

p.2). Meaning, acquirers who acquire the rules of L1 are not aware of the rules they acquired,

they unconsciously acquired them. Furthermore, Krashen states that “error correction and

explicit teaching of rules are not relevant to language acquisition” (p.1). The acquisition of a

mother tongue language does not need any instruction nor correction. It is important to note

that language acquisition in its progression from specifics to generalizations is an inductive

process. For more illustration, according to Thornbury (1999, p.49) “The inductive route would

seem, on the face of it, to be the way one’s first language is acquired: simply through exposure

to a massive amount of input the regularities and patterns of the language become independent

of conscious study and explicit rule formulation”.

However, learning a second language (L2) requires instruction, presenting grammatical rules

and correction as well. According to Krashen (1981), “conscious language learning is thought

to be helped a great deal by error correction and the presentation of explicit rules. (p.2). learning

a language is unlike the acquiring of L1. Learners of L2 need to e taught the rules and they need

to be corrected. Felder states that “language learning is a largely conscious process that involves

formal exposure to rules of syntax and semantics followed by specific applications of the rules,

with corrective feedback reinforcing correct usage and discouraging incorrect usage. The flow
6
of the learning process from general to specific suggests its characterization as a deductive

process” (1995, p.26)

To conclude, learning a language is widely different from acquiring L1. Acquisition is an

unconscious process that does not require instruction, and also we can say that it happens

inductively. While, learning is a conscious process, in which learners must be presented with

the rules so that they can develop the grammar of the language, and usually occurs deductively.

1.3: Definition and illustration of deductive approach in teaching grammar

The deductive approach to teaching grammar is a widely used approach in language

education. Derived from the principles of deductive reasoning, this approach follows a teacher-

centered model of instruction. In this essay, we will explore the concept of deductive reasoning

and how it is applied to the teaching of grammar to EFL learners.

Deductive reasoning is a method of reasoning that starts with a general premise and leads to

a specific conclusion. In other words, it proceeds from the general to the specific. . Carr (2009)

as cited in Emre (2015, p.10) defines deductive approach as follows “deduction is a form of

reasoning in which one proceeds from general principles or laws to specific cases”. This type

of reasoning has been around for a long time and is the basis of the deductive approach to

teaching grammar. The deductive approach, also known as rule-driven learning, it involves

presenting a specific grammatical rule to students before practicing exercises containing that

rule. As Fortune explains, this approach is the "bread and butter" of language teaching around

the world (fortune, 1992). The goal of presenting the rule is to make learners pay attention to

the issue being discussed.

7
 According to the deductive approach, grammar is taught by introducing grammatical rules by

the teacher and providing examples of sentences later. After learners acquire the rule, they are

instructed to apply it to various sentences. This method is more teacher-centered, as the teacher

takes on the role of passing on knowledge to the students. Eisenstein (cited in Yarkofoji 2019,

p.106) suggests that learners feel more in control during practice and are less fearful of making

incorrect conclusions when using the deductive approach. The deductive approach is widely

used in teaching language to EFL students, and is still predominant in many course books and

grammar materials, as Thornbury stated “In fact, many popular student grammar practice books

adopt a deductive: approach, with all their explanations and exercises in English” (1999, p.30).

In order to have a fully understanding of how teaching grammar deductively works and the

role of the teacher, we must see an example or rather an illustration. In a deductive way of

teaching grammatical rules the teacher introduces the rule first then examples. For more

illustration, if a teacher wants to explain the present continuous rules, he/she would begin by

writing the rule and the form on the board, the he/she will provide a detailed explanation of

what is present continuous, when, and how do we use present continuous, and what is the

purpose of using it. After that the teacher moves to the practice stage. The role of the teacher in

the deductive approach is to guide students, and also he/she gives the rules and the examples as

well, this means that the teacher has the supreme power over the lesson.

In conclusion, the deductive approach to teaching grammar is a method of instruction that

starts by presenting the rule, followed by examples of how the rule is applied. This approach is

more teacher-centered and is still prevalent in language education today. While it has a number

of advantages, it is important to note that it is often criticized by many researchers.

8
 1.3.1: Advantages and disadvantages of deductive approach in teaching grammar

Teaching grammar rules to EFL learners deductively has numerous benefits and weaknesses

at the same time, which make this approach either preferred or declined by many teachers.

Several researchers mentioned and discussed the advantages and the disadvantages of deductive

approach to teaching grammar.

First and foremost, using deductive approach to teach grammar to English language learners

has many advantages. Thornbury stated various advantages of teaching grammar using a

deductive approach “it gets straight to the point, and can therefore be time-saving. Many rules

- especially rules of form - can be more simply and quickly explained than elicited from

examples. This will allow more time for practice and application. It respects the intelligence

and maturity of many - especially adult - students, and acknowledges the role of cognitive

processes in language acquisition. It confirms many students' expectations about classroom

learning, particularly for those learners who have an analytical learning style. It allows the

teacher to deal with language points as they come up, rather than having to anticipate them and

prepare for them in advance.”(1999, p.30). Briefly, the deductive approach in teaching grammar

is favored due to the fact that it is time-saving, it provides plenty of time for practice, it takes

into consideration the intellectual abilities of students and it does not require the teacher to do

a lot of prior preparation.

However, the deductive approach is also criticized by several researchers. One of the main

disadvantages of deductive approach is the fact that it maximizes the TTT (teacher talking time)

and it minimizes the STT (student talking time), meaning; it is a more teacher-centered

approach, it does not offer enough time for the students to participate. It is less memorable, and

it is rule focused, which means it focuses on rules rather than propose, function, context of

use… this may lead students to believe that learning is just about acquiring rules. For more

illustration, Thornbury mentioned different disadvantages of this approach, “Starting the lesson
9
with a grammar presentation may be off-putting for some students, especially younger ones.

They may not have sufficient metalanguage (i.e. language used to talk about language such as

grammar terminology). Or they may not be able to understand the concepts involved. Grammar

explanation encourages a teacher-fronted, transmission-style classroom (see page 17); teacher

explanation is often at the expense of student involvement and interaction. Explanation is

seldom as memorable as other forms of presentation, such as demonstration. Such an approach

encourages the belief that learning a language is simply a case of knowing the rules.”(1999,

p.30).

Considering all this, we can conclude that teaching grammar rules deductively has its own

advantages as well as disadvantages. While, it is time-saving, quickly explained and respects

the intellectual abilities of the students, it is also criticized for not allowing enough time for the

learners to participate.

1.4: Definition and illustration of inductive approach in teaching grammar

It has been noticed recently that there is a shift from teaching grammar deductively to adapting

inductive approach to teach grammar rules. The inductive approach to teach grammar comes

from the inductive reasoning, which proceeds from specifics to generals, to be more precise, it

starts with noticing, observing certain examples, which leads to the rules or theories.

Teaching grammar inductively is derived from inductive reasoning, unlike the deductive

reasoning which starts with general premises and leads to a specific conclusions, the inductive

reasoning starts from particulars and then generalities. Felder and Henrique state that “Induction

is a reasoning progression that proceeds from particulars (observations, measurements, data) to

generalities (rules, laws, theories)” (1995, p.26). Furthermore, Rice (cited in Emre 2015, p.9)

10
defines inductive approach as “the process of going from the known to the unknown and from

the particular to the general”. What can be understood from this is that using induction means

using observation of certain examples or instances, from which we infer a general rule or a

principle.

When it comes to teaching grammar inductively the inductive approach can be considered as

a rule discovery learning approach, meaning, the teacher teach grammatical rules through

presenting certain written or spoken examples of sentences in the beginning, then he/she leaves

the chance for the learners to understand the grammatical rules from these examples. Thornbury

argues that “without having met the rule, the learner studies examples and from these examples

derives an understanding of the rule” (1999, p.49). In addition to this, Eisenstein (cited in Long

and Richards, 1987) states that “the inductive approach tries to utilize the very strong reward

value of bringing order, clarity, and meaning to experience”. To illustrate, the inductive

approach praises the value of learning from experiencing and exploring and also it emphasizes

on the intelligibility of learning through experience.

Goner, Phillips, &Walters, 1995 (cited in Şik 2014) stated “In inductive instruction, new

grammatical frameworks or rules are presented to students in an authentic language context”

(Goner, Phillips, &Walters, 1995). To be more specific, the teacher uses examples from real

life situations rather than being contrived or artificial, for instance, a teacher might use parts

from a newspaper or a conversation between native speakers as the basis for inductive

instruction, this aims to help students develop an understanding of how grammar works when

it comes to real language use. By providing examples that students can analyze and learn from,

inductive instruction can help making learning grammar feel more natural and less abstract.

For the purpose of understanding and illustrating how the teacher instructs grammar rules

inductively we will see an example of the process of inductive teaching. In a class where the

11
teacher teaches grammar inductively he/she would begin by presenting an example either

spoken or written, for instance, in case of teaching present continuous rules the teacher would

ask one of his/her students to clean the board, when the student cleans the board, the teacher

would ask the other students to generate an answer of what their classmate is doing, the role of

the teacher here is to guide his/her students to find the right answer. After students find out the

right answer and notice the grammatical rule, the teacher gives them the name of the rule which

is “present continuous”, then he/she guides them to find the grammar structure. This is how

grammar rules are taught inductively, the teacher provides examples and helps the learners to

find the rule.

To sum up, the inductive approach to teach grammar comes from inductive reasoning, it starts

by noticing and analyzing examples from which we infer rules and laws. This approach

emphasizes on the effectiveness of learning through experience, and also it help learners to

understand the nature of grammar in the context of real life situations.

1.4.1: Advantages and disadvantages of inductive approach in teaching grammar

Similar to the deductive approach, inductive approach to teach grammar has its own

advantages and disadvantages as well, which either encourage or discourage teachers to adapt

this approach in teaching grammar rules. Several researchers discussed the advantages and

disadvantages of inductive approach in their empirical studies.

To start with, using the inductive approach to teach grammar has various advantages which

make it preferred by some teachers. Among the advantages of this approach is that; it helps

students to be involved in the lesson, which makes them very active, participating, and help the

teacher build the lesson. In addition to this, it maximizes the STT, and it minimizes the TTT.

12
Abdukarimova and Zubaydova (2021, p.373) stated several benefits of teaching grammar

inductively:

 Rules learners discover for themselves (student-centered) how to use, when to use some

structures than rules they have been presented with. This makes the rules more

meaningful, memorable and acquired

 Students participate in the learning process more actively, rather than being simply

passive listeners: therefore students are more attentive and more motivated.

 Students work things for themselves and it prepares them for greater self-reliance and

autonomy.

Moreover, Widodo (2006, p.128) states:

 Learners are trained to be more familiar with the rule discovery; this could enhance

learning autonomy and self-reliance.

 Learners’ greater degree of cognitive depth is “exploited”

 The learners are more active in the learning process, rather than being simply passive

recipients. In this activity, they will be motivated.

 The approach involves learners’ pattern-recognition and problem-solving abilities in

which particular learners are interested in this challenge.

 If the problem-solving activity is done collaboratively, learners get an opportunity for

extra language practice.

This shows that teaching grammar inductively can beneficial especially for the learners, for it

gives them a great opportunity to be a part in the learning process and also it makes the students

help the teacher construct the lesson. Furthermore, Alzu’bi also mentioned some advantages of

inductive approach “The inductive approach, instead of basing on a teacher-fronted

13
transmission-style classroom, is student-centered and allows learners to become deeply

involved in the language they are studying and offers potential for reflection. In the process of

experiential learning (learning-and-doing) the students feel more important less passive, and do

not get bored so easily during the lesson. Therefore, the inductive technique can render great

service to teachers who have problems with keeping their students disciplined, concentrated

and occupied, as it partly obviates these problems. Knowing that they can work out the rules

from examples by themselves greatly increases learners’ motivation, makes them attentive,

more actively involved in and confident and enthusiastic about the learning process rather than

simply passive recipients, and at the same time contributes to its effectiveness” (2015, p.188).

Nevertheless, the inductive approach to teach grammar has various limitations. Despite its

strengths, it was criticized by many researchers and teachers. The inductive approach to teach

grammar is time consuming, it takes too much time to guide students step by step, eliciting

examples from them, and asking them guided questions to get the form. According to

Thornbury (1999, p.55):

The disadvantage of the inductive approach include:

 The time and energy spent on working out rules may mislead students into believing

that rules are the objectives of language learning, rather than a means.

 The time taken to work out a rule may be at the expense of time spent in putting the rule

to some sort of productive practice.

 Students may hypothesis the wrong rule or their version of the rule may be either too

broad or too narrow in its application: this is especially a danger where there is no overt

testing of their hypothesis, either through practice examples, or by eliciting an explicit

statement of the rule.

14
  It can place heavy demands on teachers in planning a lesson. They need to select and

organize the data carefully so as to guide learners to an accurate formulation of the rule,

while also ensuring the data is intelligible.

 However carefully organized the data is, many language areas such as aspect and

modality resist easy rule formulation.

 An inductive approach frustrates students who, by dint of their personal learning style

or their past learning experience (or both), would prefer simply to be told the rule.

To sum up, various studies discussed the pros and cons of teaching grammar rules inductively.

What can be noticed here is that the inductive approach is in favor of the learners for it allows

them to be active during the lesson, it also teach students self-reliance and it increases their self-

confidence. However, teaching grammar rules inductively consumes a great amount of time.

Due to the fact that the inductive approach is student-centered it requires too much time, and it

may lead the learners to hypothesis the wrong rule.

15
2: Other methods to teaching grammar

2.1: Grammar translation method

The Grammar Translation Method is an approach to language teaching that emphasizes the

memorization of grammatical rules and the translation of texts between the target language and

the student's native language. When it comes to teaching grammar, the Grammar Translation

Method involves the use of written exercises that focus on translating sentences and texts

between the target language and the student's native language, these exercises focus on the

accurate use of grammatical structure.

Grammar translation method was defined by several researchers. For example; Thornbury

(1999) defines the grammar-translation method as follows:

“Grammar translation method as its name suggests, took grammar as the starting point for

instruction. Grammar translation courses followed a grammar syllabus and lessons typically

began with an explicit statement of the rule, followed by exercises involving translation into

and out of the mother tongue”

Moreover, Harmer (2007) states that “grammar translation method did exactly what they

said. Students were given explanations of individual points of grammar, and then they were

given sentences which exemplified these points. These sentences had to be translated from the

target language (L2) back to the students’ first language (L1) and vice versa” (p.63). What can

be noticed here is that in this method, grammar is typically taught deductively, with explicit

rules and explanations provided by the teacher.

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 2.2: The direct method

In terms of teaching grammar, the direct method involves the use of spoken and written

language activities that focus on the use of target language in context, rather on memorization

of grammatical rules. For example; role playing, discussion and writing exercises, which allow

students to practice using grammatical structures in a meaningful way. Thornbury gives a

definition of the direct method: “The direct method, which emerged in the mid to late nineteenth

century, challenged the way that grammar translation focused exclusively on the written

language. By claiming to be a 'natural' method, the direct method prioritized oral skills, and,

while following a syllabus of grammar structures, rejected explicit grammar teaching. The

learners, it was supposed, picked up the grammar in much the same way as children pick up the

grammar of their mother tongue, simply by being immersed in language”.

(1999, p.21)

2.3: Audiolingualism method

Audiolingualism is a method based on behaviorism principles, which praises learning through

repetition and reinforcement. In terms of teaching grammar specifically, grammar is taught

through dialogues and pattern drills focusing on certain grammatical structures with accurate

pronunciation. Thornbury defines audiolingualism method as “a largely north American

invention, stayed faithful to the direct method belief in the primacy of speech, but was even

more strict in its rejection of grammar teaching. audiolingaulism derived its theoretical base

from behaviorist psychology, which considered language as simply a form of behaviour, to be

learned through the formation of correct habits. Habit formation was a process in which the

application of rules played no part. The Audiolingual syllabus consisted of a graded list of

sentence patterns, which, although not necessarily labelled as such, were grammatical in

origin.” (1999, p.21).

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 2.4: Focus on form

The Focus on Form method is an approach to language teaching. In this method grammar is

taught inductively, through the use of authentic communicative activities, but with correction

of errors related to form that may arise when doing these activities. The focus on form method

provides opportunities for students to use language in a meaningful way, and the teacher may

step in during these activities to make students pay attention to certain grammatical structures

that may cause ambiguity. Şik states that “the focus on form approach in grammar teaching

aims to attract the attention of the learners firstly. In this approach, learners are made aware of

the grammatical form” (2014, p.23).

Furthermore, Cook argues that “The ‘focus on form’ approach suggests drawing learners’

attention to linguistic forms as they arise in activities whose primary focus is on meaning”

(2001). And also Long (cited in Şik 2014) defines Focus on Form method as “Focus on form

refers to how attentional resources are allocated, and involves briefly drawing students’

attention to linguistic elements (words, collocations, grammatical structures), in context, as they

arise incidentally in lessons whose overriding focus is on meaning, or communication, the

temporary shifts in focal attention being triggered by students’ comprehension or production

problems”.

2.5: Meaning focused instruction

Meaning-focused instruction is an approach to teaching grammar that emphasizes the use of

language in real-life situations and focuses on meaning rather than rules. This approach involves

providing students with authentic language experiences, such as listening to and reading

authentic texts, engaging in discussions, and writing in real-life situations. According to Şik

(2014), “meaning-focused instruction focuses on the ability to communicate effectively and to

transfer ideas meaningfully. The most important target of meaning-focused instruction is

18
transferring intended meanings with the help of different classroom tasks and activities” (p.24).

Moreover Şik adds “In meaning-focused instruction, learners are provided with meaningful

communication environments and are engaged in activities in which the main purpose is

meaning and achieving grammatical correctness with specific frameworks”. That is to say,

meaning-focused instruction aims to help students develop the ability to use grammar

effectively and accurately in communication. This approach considers that learners acquire

language through exposure to meaningful input, rather than through explicit instruction and

memorization of rules.

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3: Grammar: its definition and importance to EFL learners

3.1: Defining grammar

Grammar is a crucial component of language, enabling individuals to communicate

effectively and accurately. It provides the rules and structure for constructing words, phrases,

and sentences, which help individuals to express their ideas and convey meaning clearly and

precisely.

Basically, grammar refers to the set of rules that govern the structure and usage of language.

Thornbury (1999: 1) defines grammar as: “Grammar is partly the study of what forms (or

structures) are possible in a language. Traditionally, grammar has been concerned almost

exclusively with analysis at the level of the sentence. Thus a grammar is a description of the

rules that govern how a language’s sentences are formed”. Moreover, Thornbury adds

“grammar is conventionally seen as the study of the syntax and morphology of sentences. Put

another way, it is the study of linguistic chains and slots. That is, it is the study both of the way

words are chained together in a particular order, and also of what kinds of words can slot into

any one link in the chain”. This means that grammar can be described as a field of study that

focuses on forms and structures that are possible in a language, grammar has mainly dealt with

the analysis of sentences. Grammar is concerned with the rules that dictate how words can be

combined to form sentences in a language. It is the description of these rules and how they

apply to the different elements of a sentence, for example nouns, verbs, adjectives and so on.

Studying grammar help to understand the structure of a language and how it is used to convey

meaning.

Furthermore, Thornbury argues that “Grammar is a process for making a speaker's or writer's

meaning clear when contextual information is lacking”. This means that grammar helps to

20
convey meaning effectively in situations where the context is not entirely clear, in other words,

by using grammar we can communicate meaning although the context is limited or ambiguous.

Simply, grammar serves as a tool for speakers and writers to organize their thoughts and ideas

in a coherent manner and to express them clearly, and by following the rules of grammar, we

can construct sentences that are precise, meaningful, and unambiguous, thereby enabling

effective communication with others.

In conclusion, grammar plays a fundamental role in language as it provides the rules and

structure for constructing words, phrases, and sentences, which help individuals to express their

ideas and convey meaning clearly and accurately. Moreover, grammar serves as a tool for

speakers and writers to communicate effectively, even in situations where the context is limited

or ambiguous. Therefore, the importance of grammar in language cannot be overstated, and it

is an essential component of effective communication.

3.2: Types of grammar

 Prescriptive grammar

Prescriptive grammarians believe that not all language forms used by native speakers are

correct, native speakers might use ill-formed grammar structures in daily language use.

Therefore, Prescriptive grammar sets definitive rules for how language should be used, and

these rules are considered to be the correct or proper way to use language. It defines what is

acceptable and unacceptable in terms of grammar, Nunan (2003, p.153) states that “A

prescriptive grammar lays down the law, saying what is right and what is wrong”. Prescriptive

grammar is also mentioned by Crystal (1997) “A manual that focuses on constructions where

usage is divided, and lays down rules governing the socially correct use of language.

21
Prescriptive grammar states rules for what is considered the best or most correct usage. Most

of the traditional grammars are of this kind”.

 Descriptive grammar

Şik (2014) states “Generally linguists define descriptive grammar a type of grammar that does

not categorize rules as being good or bad. Unlike prescriptive grammar, descriptive grammar

focuses on describing how language is actually used in different contexts, without taking into

consideration what is correct and what is incorrect. Nunan (cited in Şik 2014: 11), defines

descriptive grammar as “descriptive grammar avoids making judgments about correctness, and

focuses on describing and explaining the way people use language in daily life”.

 Traditional Grammar

Şik (2014) defines traditional grammar as “a type of grammar that entails grammar teaching

with traditional methods. According to traditional grammarians, grammar is a language skill

that is taught by using traditional methods, grammar consists of eight different parts of speech

formed by nouns, verbs, articles, pronouns, prepositions, participles, conjunctions and

adverbs”(p.11). And he adds “Using a textbook is essential in this type of grammar and learners

generally learn the grammar structures by memorizing passages and literature pieces”.

Meaning, in traditional grammar, using a textbook is considered essential as it is seen as a

reliable source of information for learners, and learners in traditional grammar typically learn

grammar structures by memorizing passages and literature works.

22
  Structural Grammar

According to Şik (2014) structural grammar is “a type of grammar that analyses how elements

of sentence are put together like phonemes and morphemes. The main structures that are used

in fully grammatical sentences are the main focus of the structural grammar”(p.12). This means

that structural grammar deals with sentences and how elements construct sentences, for

example, the relationships between subject, verb, object and other elements, as well as tense

and other grammatical features. Furthermore, Şik suggest that structural grammar and

behaviorist theory might be linked when it comes to the focus on verbal behavior. Overall,

structural grammar is concerned with analyzing the structures and patterns that concern

language use, and it places a strong emphasis on the structures that are used in fully grammatical

sentences.

 Transformational- Generative Grammar

Transformational generative grammar (TGG) is a part of the theory of generative grammar,

it considers grammar to be a system of rules that generate combinations of words that form

grammatical sentences in a given language. Transformational generative grammar is related to

the theory of language acquisition by Chomsky. Şik (2014) stated that “According to

transformational-generative grammar, the learner is an active processor and producer of

language”. This means that transformational generative grammar asserts that language is not

just a set of learned habits, but rather an innate ability in the human mind that allows individuals

to produce and comprehend an infinite number of sentences based on a finite set of rules. The

learner according to this type of grammar is not just a passive recipient of language, but an

active participant who produce sentences based on the underlying rules of language. Therefore,

according to TGG language learning is an active process that involves the learner’s engagement

in producing and generating structures.

23
 3.3: Defining EFL learners

EFL stands for "English as a Foreign Language," and it refers to the situation where

individuals are learning English as a non-native language in a country where English is not the

dominant language. For instance high school students can be considered as EFL learners. EFL

learners are typically learning English for practical purposes, such as for travel, work, or study

in an English-speaking country. Harmer (2007) defines EFL learners as "EFL described

situations where students were learning English in order to use it with any other English

speakers in the world - when the students might be tourists or business people. Students often

studied EFL in their own country, or sometimes on short courses in Britain, the USA, Australia,

Canada, Ireland, New Zealand, etc.” (p.19). According to this statement EFL learners are

learning English in order to communicate with other English speakers around the world. They

may be tourists or business people who need to use English for a variety of purposes. EFL

learners often study English in their own country, but they may also attend short courses in

English-speaking countries. In conclusion, EFL learners are individuals who are learning

English as a non-native language in a country where English is not the dominant language. They

typically study English for practical purposes, such as for travel, work, or study in an English-

speaking country, and also to communicate with other English speakers worldwide and may

attend short courses in English-speaking countries to improve their language skills.

24
 3.4: Significance of grammar to EFL learners

Grammar is an essential component of any language, it serves as the foundation of language

and helps in conveying meaning effectively. In the case of English as a foreign language (EFL)

learners, grammar plays a crucial role in their language learning process.

Yarkofoji (2019) states “Grammar gains its prominence in language teaching, particularly in

English as a foreign language (EFL) and English as a second language (ESL), inasmuch as

without a good knowledge of grammar, learners' language development will be severely

constrained” (p.104). Yarkofoji emphasizes the crucial role of grammar in the language learning

process, particularly for EFL and ESL learners. It is important to understand that grammar

provides the basic rules and principles that govern the formation of sentences and the expression

of ideas. In the case of English, grammar includes the rules for verb tenses, subject-verb

relations, prepositions, and other grammatical structures. Without a good knowledge of these

rules, learners' language development will be severely constrained, when it comes to EFL

learners, who are non-native speakers of English, the significance of grammar is further

amplified. These learners typically have limited exposure to the English language and may

struggle to acquire the language naturally. In this case, grammar serves as a platform for

language learning.

Moreover, Yarkofoji (2019) adds “Further, grammar is thought to furnish the basis for a set

of language skills: listening, speaking, reading and writing” (p.105). Meaning, grammar plays

a critical role in the development of all four language skills: listening, speaking, reading, and

writing. For example, when learners are listening to spoken English, they need to understand

the grammar and sentence structure to comprehend the meaning of what is being said. Similarly,

when learners are reading English texts, they need to understand the grammar and sentence

25
structure to comprehend the meaning of the text. When learners are writing in English, they

need to use grammar correctly to express their ideas clearly and accurately.

In conclusion, grammar gains its prominence in language teaching, particularly in EFL, due

to its critical role in language development. It serves as a stage for learning the language and

provides a framework for understanding the structure of the language. Moreover, it plays a

critical role in the development of all four language skills, making it an essential component of

language learning. Therefore, a good knowledge of grammar is essential for EFL learners to

develop their language skills and communicate effectively in English.

26
4: Studies comparing the effectiveness of deductive and inductive
approaches

4.1: Studies in favor of the deductive approach

The deductive approach to teaching grammar has been a subject of debate in field of language

education and particularly in teaching grammar. A number of previous studies supported the

effectiveness of this approach.

To begin with, a study was carried out by Şik (2014) found that the deductive approach was

more effective in teaching grammar rules compared to the inductive approach. Şik executed an

experimental study to compare the effectiveness of teaching grammar deductively and

inductively, he made a pre-test and a post-test to a group of 95 participants, his study shows:

Pre-test and post-test Results Comparison

Mean Score of Mean Score Number of Accrual (%)

of Post-test
Pre-test Learners

Deductive Group 34,607 46,131 95 11,524

Inductive Group 36,425 45,664 95 9,239

As showed in the table; learners in the deductive group seem more successful, which means

that the group that was taught deductively got higher scores than the inductive group.

Furthermore, Şik adds “In terms of the academic success of adult learners, the deductive

teaching group seems to be more successful and more proficient in using the structures that

were taught in the grammar sessions. Therefore, according to the pre- and post-test results, it is

concluded that deductive teaching works better with the adult learners when the academic

success and proficiency levels are examined”. (p.71). In addition to this, Şik (2014) concluded
27
that, the majority of students expressed that they prefer to learn deductively and their

performance in both pre and post-tests indicates that they learn more effectively through this

method.

Additionally, Negahdaripour & Amirghassemi, (2016) conducted an experimental study on

60 Iranian learners of English as a foreign language, a group of 30 learners were taught

grammatical rules inductively and a second group of 30 learners were taught grammatical rules

deductively. The experiment was conducted through a pre-test and a post-test of grammar

achievement. After receiving a six sessions of grammar instruction the results were in favor of

the deductive approach. Negahdaripour & Amirghassemi stated “It was found that those

learners who had been taught grammar deductively demonstrated significantly higher levels of

accuracy than their peers who had been provided with inductive instruction” (2016, p.16).

In conclusion, the deductive approach to teaching grammar has shown to be more effective

than the inductive approach in various studies. Both Şik (2014) and Negahdaripour &

Amirghassemi (2016) conducted experimental studies that compared the effectiveness of the

two approaches and found that the deductive approach led to higher levels of accuracy and

proficiency in learners. Additionally, learners themselves have expressed a preference for the

deductive approach. While the debate on the best approach to teaching grammar continues,

these studies provide evidence in favor of the deductive approach.

28
 4.2: Studies in favor of the inductive approach

The inductive approach to teaching grammar involves presenting examples of language use

and allowing students to discover the grammatical rules for themselves. This approach is often

contrasted with the deductive approach, which involves presenting rules and then applying them

to examples. Several studies came out with results support the inductive approach to teach

grammatical rules.

One of the experimental studies in favor of the inductive approach was conducted by Shirav

and Nagai (2022), in which they tested 34 students from a private school in Japan. Shirav and

Nagai concluded “In the present study, we investigated whether there is a significant difference

in the mastery of the passive voice between the group taught using a deductive approach and

the group taught using an inductive approach. Both groups benefited significantly from the

treatments yielding high results on the production test; however, the inductive group

significantly outperformed the deductive group on the recognition test”. (2022, p.114).

Furthermore, another study was carried out by Abdukarimova & Zubaydova (2021) supported

teaching grammar inductively. This study was made on four groups of students, two goups of

6th grade pupils (15 pupils in each group), and two groups of 11th grade pupils (14 pupils in

each group), the study went through a pre-test and a post-test after one month of instruction.

The tables below shows the results of the study:

29
Result of achievement of pupils in the 6th grade on pre-test.

Method Number of Number of Given time Result

pupils questions

Inductive 15 25 45 minutes 60%

Deductive 15 25 45 minutes 66%

The Table 1 shows that the result of the pre-test of both group are almost equal.

Table 2.

Result of achievement of pupils in the 6th grade on post-test.

Method Number of Number of Given time Result

pupils questions

Inductive 15 25 45 minutes 93%

Deductive 15 25 45 minutes 80%

The Table 2 indicates that the result of post-test of both groups differs in favor of the group

which was taught grammar inductively.

30
Result of achievement of pupils in the 11th grade on pre-test. Table 3.

Method Number of Number of Given time Result

pupils questions

Inductive 14 25 45 minutes 66%

Deductive 14 25 45 minutes 66%

The table 3 indicates that knowledge of the both groups are equivalent.

Table 4.

Result of achievement of pupils in the 11th grade on post-test.

Method Number of Number of Given time Result

pupils questions

Inductive 14 25 45 minutes 80%

Deductive 14 25 45 minutes 73%

The table 4 shows that in these experimental groups also the higher result belongs to the group

which was taught grammar using the inductive approach

By noticing the tables of results we can conclude that the results are in favor of the groups that

were taught inductively. Abdukarimova (2021) adds as a conclusion “The expected findings of

the study indicate that the experimental groups, primary and intermediate level (two in the 6th

grade and two in the 11th grade) were the same at the time of starting the experiment and the

teaching of English grammar through inductive approach plays a positive role in improving the

31
academic achievement of the pupils studying English grammar in both levels”. (p.376). That is

to say, this study found that teaching English grammar through an inductive approach has a

positive impact on the academic achievement of students studying English grammar at both

primary and intermediate levels. This suggests that the inductive approach to teaching grammar

can be effective in improving the academic performance of students, regardless of their grade

level.

In conclusion, the inductive approach to teaching grammar, has been found to be effective in

improving the academic achievement of students studying English grammar. Two experimental

studies conducted by Shirav and Nagai (2022) and Abdukarimova (2021) showed that the

groups taught using the inductive approach outperformed those taught using the deductive

approach. The results of Abdukarimova's study, which included pre- and post-tests,

demonstrated a significant improvement in the academic achievement of students who were

taught using the inductive approach. These findings suggest that the inductive approach to

teaching grammar is a promising approach that can enhance the learning outcomes of students

regardless of their grade level.

32
 CHAPTER TWO

PRACTICAL PART

1: Methodology

1.1: Research-based approach

In this study a quantitative approach was adopted, which according to Greetham (2019: 168)

“the aim of quantitative research is to be as objective as possible by basing conclusions on

statistical findings and other measurable empirical data. The situation or events you are

researching must be capable of being expressed in terms of numbers, in an order of magnitude,

which can then be analyzed mathematically, either simply in terms of percentages, averages

and so on, or in more complex ways using statistical tests or mathematical models”. Meaning,

in the quantitative approach measurable and numerical data is used to draw objective

conclusions. In quantitative research, the focus is on collecting and analyzing data that can be

expressed in terms of numbers, such as survey responses, measurements, or test scores, in order

for the researcher to get comprehensible answers for the research question. In summary, the

aim of quantitative research is to use measurable and numerical data to draw objective

conclusions that are based on statistical analyses.

33
 1.2 Data collection and participants

For the purpose of collecting accurate data for this research a questionnaire was made as a

data collection instrument. The questionnaire was designed to collect information from high

school students regarding their preferences for different approaches to grammar instruction.

The questionnaire includes questions related to the approach adopted by the teachers of

English language and whether students are satisfied with the approach adopted by their teachers.

Additionally, the questionnaire asks which approach is preferred by these students. The

questionnaire was written in English with Arabic translations of the questions to ensure the

questions are understandable and clear given that high school students’ level of English

language is still low and it is difficult for them to understand and answer a questionnaire written

in English. Overall, the questionnaire is an appropriate data collection instrument for this

research, as it helps to gather valuable information about students' preferences for different

grammar instruction approaches and their level of satisfaction with the approach adopted by

their English language teachers.

Furthermore, the questionnaire was sent to students of Second year Baccalaureate in Ibn hazm

high school in Imzouren-Alhoceima. 20 students have responded to the questionnaire, they are

aged between 16 and 23 years old, in addition to this, 55% of the students who have responded

are males, while 45% are females. Overall, the participants in this research represent a diverse

group of high school students with different levels of language proficiency, ages, and gender.

34
2: Analysis and Discussion

In the context of grammar instruction the effectiveness of teaching approaches is a topic of

great interest among researchers and educators alike. Two approaches that are commonly used

in grammar teaching are the deductive approach and the inductive approach. To determine

which approach is more effective, it is important to consider the perspective of the learners

themselves. This discussion aims to explore and analyze which teaching approach is more

effective for EFL students, from the students' point of view. Additionally, we will examine

which approach is preferred by EFL students and whether the teaching approach employed by

teachers is satisfactory and comfortable for them. By exploring these questions, we can gain

insights into the most effective and preferred teaching methods in EFL education

The questionnaire used to collect data for this research aims to discuss three main points,

namely, the effective approach to learn grammar from students’ point of view, the approach

preferred by EFL learners and the satisfaction of students with the approach adopted by their

teacher.

2.1: Discussing and analyzing which one of the two approaches under investigation is

more effective to learners from students’ point of view

One of the main points which this research aims to answer is which of the two approaches

under investigation is more effective to learn grammatical rules according to EFL students. In

addition to the approach adopted by their teachers.

To begin with, the participants were asked whether they are taught grammatical rules

deductively or inductively. According to their responding, the results were equal, 50% of

35
students are taught deductively, while the other 50% are taught inductively. As shown in the

chart below:

Chart 1: The approach adopted by the teacher to teach grammatical rules

Furthermore, the students were asked several questions about the effectiveness of the

deductive approach and the inductive approach in terms of learning grammatical structures. The

survey results were in favor of the deductive approach. On the one hand, the students were

asked to rate the deductive approach on a scale of four options; the students were asked to

choose whether the deductive approach is very effective, effective, not very effective or not

effective at all. According to their answers, 40% of students chose to the first option which is

‘very effective’ and 45% chose the second option which is ‘effective’, while only 15% of the

students chose the third option which is ‘not very effective’. Meaning, about 85% of students

indicated that the deductive approach is effective, while only 15% rated this approach

negatively. Additionally, the students were asked another question concerning this point, they

were given a statement states that; when the teacher explains the grammatical rule first is more

effective, and they were given a scale of three options, they were supposed either to agree,

disagree or to be neutral on the statement. It was found that 60% of students agreed while only

10% claimed that they disagree, and the remaining 30% of students were neutral.

36
The charts below show the results.

Chart 2: The effectiveness of the deductive approach in learning grammar

Chart 3: Effectiveness of explaining a grammatical rule deductively

On the other hand, the students were asked to rate the inductive approach on the same scale as

in the deductive approach. This time the results were different, 40% of students chose the first

option which indicates that the inductive approach is very effective, 20% chose the second

option which states that the inductive approach is effective. However, 35% of students, which

is considered relatively a high percentage, chose the third option which indicates that the

37
inductive approach is not very effective, while 5% of students chose the last option which states

that the inductive approach is not effective at all. That is to say, although 60% of the results

were in favor of the inductive approach, about 40% responded negatively about the inductive

approach compared to the results of the deductive approach. The chart below illustrates the

results. Moreover, as the case in the deductive approach questions, the students were given

another statement concerning the instruction of grammar rules inductively, the statement

suggested whether discovering grammatical rules from examples is more effective than when

the teacher explains the rule first or not. The data indicated that only 40% of students agreed on

this statement, while 15% claimed that they disagree with it, and 45% remained neutral, as

shown in the charts below.

Chart 4: The effectiveness of the inductive approach in learning grammar

38
Chart 5: Effectiveness of explaining a grammatical rule inductively

To conclude, the survey revealed that the deductive approach was more effective than the

inductive approach, with 85% of students indicating that the deductive approach was either very

effective or effective, the data also showed that explaining the rule deductively was largely

agreed upon by the student. In contrast, while 60% of students rated the inductive approach

positively, a significant percentage of 40% responded negatively, and the survey also indicated

that learning grammatical structures inductively was not widely accepted among the students.

2.2: Discussing and analyzing which approach is preferred by EFL students

After investigating whether the deductive approach or the inductive approach is more

effective in terms of grammar instruction by asking EFL learners according to their experiences,

the participants were asked some questions concerning their preferred approach to learn

grammatical rules. For the purpose of exploring and investigating which approach EFL students

prefer to learn grammatical structures through they were given the opportunity to express their

preferences. On the basis of their answers, the results do not show big differences between

students’ preferences, 11 students chose the deductive approach, and 9 of them chose the

39
inductive approach, which means 55% prefer to learn grammatical structures deductively, while

45% prefer to be taught inductively. Additionally, the students were asked to state the reasons

behind their preferred approach. On the one hand, the results of the students who prefer the

deductive approach suggest that 73% of students prefer to be taught grammar rules deductively

because the approach is easier to understand, while 18% prefer the deductive approach due to

its effectiveness. On the other hand, 33% of students who prefer to be taught grammar rules

inductively stated that it is easier for them to learn grammatical rules inductively, while 67%

believe that the inductive approach is better because it is more effective. To sum up, based on

the preferences and experiences of EFL learners. The results showed that there were no

significant differences between the students' preferences, with 55% preferring to learn grammar

deductively and 45% preferring to learn inductively. Moreover, the students' reasons for their

preferred approach were explored, with most students preferring the deductive approach

because it is easier to understand, while those who preferred the inductive approach believed it

to be more effective. The charts below illustrate the results.

Chart 6: The approach preferred by EFL students in terms of learning grammar

40
 8
7
6
5
4
3
2
1
0
It is easier to understand It is more effective Other reasons

Deductive approach Inductive approach

Chart 7: The reasons behind students’ preferred approach

2.3: Examining whether the approach employed by teachers is satisfactory and

comfortable for EFL students.

In the field of grammar instruction it is essential to ensure that students are comfortable and

satisfied with the teaching approach adopted by their instructors. Therefore, it is important to

investigate and discuss the effectiveness of the teaching approach employed by EFL teachers

and whether it meets the needs and expectations of their students. In this context, this discussion

aims to explore whether EFL students are comfortable and satisfied with the approach adopted

by their teachers or not. Since the previous results indicated that 50% of students under

investigation are taught deductively while the other 50% are taught inductively, this essay aims

to analyze results of students who are taught deductively first, then the students who are taught

inductively. On the one hand, in order to explore whether the students who are taught

grammatical rules deductively are satisfied with the approach adopted by their teacher or not,

41
they were given a statement that indicates that they prefer to learn grammar deductively, and

they were supposed to answer by ‘agree’, ‘disagree’ or ‘neutral’. On the basis of their responses

70% of them agreed while 20% disagreed, and the remaining 10% were neutral. Therefore, it

can be noticed that the majority of the students are satisfied with the approach adopted by their

teacher of English language in terms of learning grammar.

The chart below shows the results.

Satisfaction of students with the deductive approach

10%

20% agree
disagree
neutral
70%

Chart 8: The satisfaction of students who are taught deductively with the approach adopted by

their teacher

On the other hand, according to data analyzed based on a similar statement concerning the

satisfaction of students who are taught grammar inductively with the adopted approach by their

teacher, the results were not the same as the results of the students who were instructed

deductively, on the basis of their responses 50% of students agreed that they prefer to learn

grammatical rules inductively, while only 10% disagreed to be instructed inductively. But it

can be noticed that 40% of learners remained neutral. Overall, the data shows that the majority

of students are satisfied with the inductive approach which is the approach employed by their

42
teacher in terms of grammar instruction. However, it must be taken into consideration that a

high percentage of students remained neutral. The chart below illustrates the results.

Satisfaction of students with the inductive approach

40%
50% agree
disagree

10% neutral

Chart 9: The satisfaction of students who are taught inductively with the approach adopted by

their teacher.

In conclusion, the data presented indicates that the majority of EFL students who are taught

grammar deductively and inductively are satisfied with the approach employed by their

teachers. However, it is noteworthy that the students who are taught deductively are more

satisfied with the approach adopted by their teacher than those who are taught inductively.

Additionally, it is noticed that a significant percentage of students remained neutral in their

responses, especially students who are taught inductively. The chart below illustrates the results

of both groups of students.

43
 8

0
agree disagree neutral

deductive inductive

Chart 10: The satisfaction of both groups of students with the approach adopted by their teacher.

2.4: conclusion

Briefly, the survey aimed to compare the effectiveness and preferences of deductive and

inductive approaches to teaching grammar to EFL learners. The results revealed that the

deductive approach was more effective and preferred by a majority of students, as it helped

them understand the rules better. The inductive approach, on the other hand, was less effective

and preferred by a smaller percentage of students, as it was more challenging and less accepted.

However, there was no significant difference between the two groups in terms of their

satisfaction with the approach used by their teachers. The survey also showed that some

students remained neutral or had mixed opinions about the approaches. Therefore, it can be

concluded that both approaches have their advantages and disadvantages, and teachers should

consider the needs and preferences of their students when choosing the appropriate approach to

teach grammar.

44
 CONCLUSION

The study at hand explores and discusses two main approaches which are widely used in

grammar instruction, namely, the deductive approach and the inductive approach. Unlike in the

studies that have been conducted before in this context, this research intends to investigate the

latter approaches from EFL students’ perspective. To be more precise, the current inquiry

focuses on three main points, including; the most effective approach in grammar instruction

from students’ point of view according to their experiences, and also the approach they prefer,

in addition to whether they are comfortable with the approach employed by their teacher.

Accordingly, the research paper is divided into two chapters, the first chapter is a theoretical

part that covers a literature review about the topic, while the second chapter is devoted to the

practical part.

To start with, the first chapter of this research paper includes a literature review about the

topic, it contains four main sections. The first section starts with putting a distinction between

‘approach’ and ‘method’. Then it discusses the distinction between acquisition and learning.

After that comes the definition of the deductive approach with regard to its advantages and

disadvantages, and how it is applied to grammar instruction. The first section ends with defining

and illustrating the inductive approach and mentioning its advantages and disadvantages.

Additionally, the second section focuses on certain methods in grammar instruction, namely;

the Grammar Translation Method, the Direct Method, Audiolingualism, Focus on Forms and

finally, Meaning Focused Instruction. Moreover, in the third section the focus is on grammar.

Its definition and its types, in addition to defining the notion of EFL learners and the

significance of grammar to them. The last section is devoted to a comparison between the

effectiveness of the deductive and the inductive approaches.

45
 Based on what has been found in the literature two points can be noticed. Firstly, in spite of

the studies that have been conducted in this context, it seems that there is no consensus on which

approach is more effective, or whether one approach is better than the other in terms of grammar

instruction. Research studies came up with different conclusions and results concerning this

issue. Secondly, most of the conducted studies in this context did not take into consideration

the preferences of students. The main focus on previous studies was on setting tests for students

to come up with results that reveal which approach is more effective, they mostly neglected the

students’ opinions and beliefs about these two approaches according to their experiences.

Therefore, in the light of the current investigation, the second chapter investigated several

points concerning the deductive and inductive approach in grammar instruction from EFL

students’ point of view. By adopting a quantitative research design and by using a questionnaire

which was sent to particular EFL students the data was collected, analyzed and discussed. As a

result, the findings were slightly in favor of the deductive approach. According to the results,

EFL students prefer to be taught grammar deductively, for the fact that it helps them to

understand grammatical rules better, rather than the inductive approach, which they believe is

more challenging.

It is important to note that the current research study was conducted on a small amount of

EFL students, consequently, the findings did not reveal serious differences between the

effectiveness of the two approaches in terms of grammar instruction.

46
 BIBLIOGRAPHY

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Teaching Grammar”. JournalNX. 372- 376.

Alzu’bi, M. A. (2015). “Effectiveness of Inductive and Deductive Methods in Teaching

Grammar”. Advances in Language and Literary Studies, 6(2), 187-193.

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Decoo, W. 1996. “The induction-deduction opposition: Ambiguities and complexities of the

didactic reality”. IRAL – International Review of Applied Linguistics in Language

Teaching. 34(2), 95-118.

Emre, D (2015). The Effects of Inductive and Deductive Approach on Written Output. Bilkent

University. http://www.thesis.bilkent.edu.tr/0006954.pdf

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Fortune, A. (1992). “Self-study grammar practice: Learners views and preferences”. .ELT

Journal 46(2), 160-171

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Krashen, S. D. & Pergamon Institute of English (Oxford). (1981). Second Language Acquisition

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Negahdaripour, S & Amirghassemi, A. (2016). “The Effect of Deductive vs. Inductive

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48
 APPENDIX

Questionnaire

You are kindly invited to complete the questionnaire by responding to the questions provided.

It should be noted that this research will not cause any danger, harm or detriment to you as a

student, nor will it infringe upon your privacy by addressing personal or sensitive matters.

1. Age

o 16-18

o 19-20

o 21-22

o Other …..

2. Gender

o Male

o Female

3. Educational majoring

o 2 Bac SVT

o 2 Bac PC

o 2 Bac Letters

o Other ….

49
4. What approach does your teacher of English language adopt when teaching

grammatical rules? The deductive approach or the inductive approach?

o The deductive approach

o The inductive approach

o Other …..

5. Why do you prefer the approach you selected in the previous question?

o It is more effective for me

o It is easier to understand

o Other reasons

6. How effective do you find the deductive approach in learning grammar?

o Very effective

o Effective

o Not very effective

o Not effective at all

7. How effective do you find the inductive approach in learning grammar?

o Very effective

o Effective

o Not very effective

o Not effective at all

50
8. Discovering grammatical rules from examples is more effective than the teacher

explaining the rule first

o Agree

o Neutral

o Disagree

9. Discovering grammatical rules from examples makes me understand the rules better

o Agree

o Neutral

o Disagree

10. I prefer to learn the grammatical rules by discovering the rules from examples

o Agree

o Neutral

o Disagree

11. When the teacher explains the grammatical rule first I understand the rule better than

discovering the grammatical rule from examples

o Agree

o Neutral

o Disagree

51
12. When the teacher explains the grammatical rule first is more effictive

o Agree

o Neutral

o Disagree

13. I prefer to learn the grammatical rule by the explanation of the teacher first

o Agree

o Neutral

o Disagree

52