DEDUCTIVE APPROACH TO

TEACH GRAMMAR
.
The rule
is given
and then
applied • DEDUCTIVE
to GRAMMAR
examples
.
 ADVANTAGES

It respects students’
It gets strait to the point intelligence and
and therefore can be maturity (adults) and
time-saving acknowledges the role
of cognitive processes.

It respects students’
It allows the teacher to
expectations and
deal with language
learning styles (if they
points as they come
are analytically
up.
oriented)
 DISADVANTAGES

It can be seen as dull,

Grammar explanations
over technical (they
encourages a teacher
may need
fronted, transmition-
metalanguage) and
style classroom.
demotivating.

Such an approach
Explanation is seldom
encourages the belief
as memorable as other
that learning a language
forms of presentation,
is simply a case of
such as demonstration
knowing the rules
RULES AND EXPLANATIONS

RULE

DESCRIPTIVE PEDAGOGICAL
 WHAT MAKES A GOOD RULE?

TRUTH LIMITATION CLARITY

• The rule must • Rules should
bear show clearly
resemblance to what the limits • Rules should
the reality it is are on the use of avoid ambiguity
describing. a given form. and oscure
terminology
 WHAT MAKES A GOOD RULE?

SIMPLICITY FAMILIARITY RELEVANCE

• There is a limit to • An explanation
the amount of should try to make
exceptions a use of concepts • A rule should
learner can already familiar to answer only those
remember. the learner. questions that the
student needs
answered.
 ILUSTRATED
BY
EXAMPLES

TEACH
AND SHORT
TEST

OPPORTUNITY SS
TO UNDERSTANDING
PERSONALIZE SHOULD BE
THE RULE CHECKED
GRAMMAR PRACTICE

According to Ur, “practice may be

defined as any kind of engaging with the
language on the part of the learner,
usually under the teacher supervision,
whose primary objective is to
consolidate learning” .
 7
Ur predicts that the following 6 factors contribute to successful
practice:

.
Pre-learning. Learners benefit from clear perception
and short-term memory of the new language.
Volume and repetition. The more exposure to or
production of language the learners have, the more
likely they are to learn.
Success-orientation. Practice is most effective when
based on successful practice.
Heterogeneity. Practice should be able to
elicit different sentences and generate different
levels of answers from different learners.
Teacher assistance. The teacher should
provide suggestions, hints and prompts.
Interest : an essential feature that is closely
related to concentration
TWO CATEGORIES OF PRACTICE:
MECHANICAL PRACTICE AND
MEANINGFUL PRACTICE