Teaching grammar using Deductive & Inductive approaches and PIASP teaching method - :The audience power point presentation 1. Defining grammar 2. Different approaches and teaching grammar. 3. Deductive vs inductive approaches 4. The main difference between them 5. The role of the learner. 6. The role of the teacher. 7. Combination of both approaches. 8. Teaching grammar in the Algerian teaching system 9. PIASP teaching method 10. Samples from Algerian school manuals

3. Why do learners fear grammar?

6.  “Grammar is partly the study of what forms (or structures) are possible in a
language.
 Thus, grammar is a description of the rules that govern how a language’s
sentences are formed” (Thornbury, 1999.
 Harmer (1987: 1) defines grammar by saying “The grammar of a language is
what happens to words when they become plural or negative, or what word
order is used when we make questions or join two claueses to make one
sentence.”

7. THE MAIN APPROACHES TO TEACH
GRAMMAR
In the case of grammar teaching there are two main approaches. These are
deductive approach and inductive approach. Not with standing
the fact that deductive and inductive approaches have the common goal of
teaching grammar they seperate from each other in terms of way of teaching.

8. 1. A Deductive Approach
Deductive teaching is a traditional approach in which information about
target language and rulestarget language and rules are driven at the beginning of the class and continued
with examples.
The principles of this approach are generally used in the classes where the main
target is to teach grammar structuresteach grammar structures. For instance, these principles are
convenient for the classes that grammar transtlation method is
applied(Nunan,1991).
According to Thornbury’s three bacic principlesthree bacic principles a deductive lesson starts
with :
1.1. presentationpresentation of the rules by the teacher.
2. Secondly teacher gives examplesgives examples by highlighting the grammarhighlighting the grammar
structures.structures.
3. Then students make practisepractise with the rulesrules and produceproduce their ownown
examplesexamples at the end of the lesson (Thornbury, 1999).

9. 2. An Inductive Approach
Nunan (1999) identifies inductive approach as a processprocess where
learners discoverdiscover the grammar rules themselvesthemselves by examining the
examples.
In a inductive approach it is also possible to use a context foruse a context for
grammar rules.grammar rules. That is to say, learners explore the grammarlearners explore the grammar
rules in a text or an audio rather than isolated sentencesrules in a text or an audio rather than isolated sentences.
Thornbury (1999) notes that in an inductive approach learners are
provided with samplessamples which include the target grammartarget grammar that
they will learn. Then learners work on the examples and try to
discover the rules themselves. When students obtain the grammar
rules and they practice the language by creating their own
examples.

10. THE MAIN DIFFERENCES BETWEEN A DEDUCTIVE
AND AN INDUCTIVE APPROACH IN GRAMMAR TEACHING
• A deductive and an inductive approach basically differentiate in:
• 1- lesson procedures
2- learner roles
3- teacher roles
4- usage of meta language in the teaching process.

11. A deductive approach is based on
1.the top-down theory which the presentation and explanation of grammar rules
take the presence over teaching.
2. The language is taught from the whole to parts so learners understand the
grammar rules and structures firstly.
3. Next, they see the examples provided by teacher and finally they begin to
produce their own examples.

12. In contrastIn contrast
an inductive teaching is based onan inductive teaching is based on:
1- The bottom-up theory which accepts the view that language learners tend to focus on parts
rather than the whole. For this reason teaching process begins with a text, audio or visual in a
context,
2- Secondly learners work on the material to find the rules themselves ,
3- In the final stage, they give their own examples. (Block, 2003)

13. •The role of the learnerThe role of the learner
•In a deductive approach learners are passive recipients when teacher elicits the
rule on the board.
HoweverHowever,
•In an inductive approach they are active as they are responsible for exploring the
rules themselves.
That is to say,That is to say,
•While the process of learning is experimental in inductive approach it is more
traditional and descriptive in deductive approach. more profound knowledge of
language as learners study cognitively in order to discover the rules.
• It has been pointed out that when learners take place in the learning process
actively so as to discover the rules they develop their autonomy which makes them
good language learner (Hinkel and Fatos, 2002).

14. The role of the teacherThe role of the teacher
One another significant difference is the role of the teacher.
In a deductive teachingIn a deductive teaching teacher is the authority in thethe authority in the
classroomclassroom.
 The main role of teacher is to present the new grammar item to
the learners.
Second role is to prepare exercises for the students.
Teacher is the organiser and controller of the classroom.

15. In an inductive teaching teacherteacher behaves as:
a guideguide and helperhelper while students study the
grammar rules themselves.
It appears that while deductive approach is
teacher-centered and traditional, inductive
approach is student-centered.

16. Applying deductive or inductive approach while teaching grammar depends ondepends on
student variety in the classroom.student variety in the classroom.
All learners are different and they learn in different ways.
For instance their needs, ages, backgrounds and levels are the factors that are
taken into consideration by the teacher for choosing suitable teaching strategy. To
illustrate this, Brown (1994) remarks that adult learners are tend to deal with the
rules when they use target language since their mentality is able to think
abstract items. He has pointed out that deductive teaching is more appropriate
for adult learners and meet their expectations as they give more importance to rules
when they use the language so presentation of grammar rules firstly is more useful for
them.
On the other hand young learnersOn the other hand young learners are successful in exploring grammar structures
from the examples rather than learning them deductively since they are more likely to
learn by doing because grammar rules are complex and abstract for them .

17. COMBINATION OF DEDUCTIVE AND INDUCTIVE APPROACHES
 The comparison of these two approaches is the topic which has commonly
discussed teachers but there is no certainno certain answer for the question that which is
more useful in teaching grammar.
 The reason why there is no definite response for this question is the diversitydiversity in
teaching and learning settings.
 Today one another issue discussed by teachers is the applicabilityapplicability of combinationcombination
of deductive and inductive approaches in one grammar session
• Each method is based on different teaching approaches ,
• For example, while grammar translation method is based upon deductive teachingwhile grammar translation method is based upon deductive teaching
• Direct method relies on inductive teachingDirect method relies on inductive teaching.
• According to Andrews (2007), the audio- lingual method), the audio- lingual method could be condisered as a
method where the grammar is taught both deductively and inductivelyboth deductively and inductively.
• To illustrate this, in the audio- lingual method drills are used the basis of learning
process. Pupils are engaged with drills until they learn by heart them. During this
process they are not providedare not provided any information about grammar structures.
• However, the main objectivemain objective of this method is to be able to speak accuratelyto be able to speak accurately in
target language. Thus, in spite of the fact that drills are taught inductively, learners
need to memorize grammar items in order to speak accuratelyneed to memorize grammar items in order to speak accurately

18. According to Brown (1994: 351) “ There may be some occasional momentsoccasional moments,
of course, when a deductive approach -or a blend between the two- is indeed more
appropriate”.
For example, to teach the simple past tensethe simple past tense, the teacher begins:
Step 1Step 1: A conversation with a student. The teacher asks a student to tell his last
summer holiday.
Step 2: Student answers by using simple present tense as he has nono information
about past tense.
Step3: Later, teacher corrects him by using past tense.
Step 4Step 4 :Then, student repeats the correct sentence.
Step 5:Step 5: After that teacher writes the past forms of some verbs on the board to
make learners practice.
In this process grammar is taught by using a deductive and an inductivea deductive and an inductive
approachesapproaches at the same time
•It is deductivedeductive by the aspect of writing the past forms of the verbs on the board,
•It is also inductiveinductive since students practice the past tense by giving their ownpractice the past tense by giving their own
examples (Brown,1994)examples (Brown,1994)

19. Furthermore,
• It has been stated that it is highly probable to teachhighly probable to teach
grammar by combination of deductive and inductivegrammar by combination of deductive and inductive
teaching.teaching.
• It is more intensifier for as pupils’ attention is both
directed to grammar rules and meaning at the same timegrammar rules and meaning at the same time
(Mac Whinney, 1997 cited in Larsen-Freeman, 2003).

21. Does Teaching grammar in The AlgerianDoes Teaching grammar in The Algerian
English system refer toEnglish system refer to
Inductive or deductive method?Inductive or deductive method?

22. After Performing
a
PPU or PDP Lesson
&
•Once the learners have acquired the new
functional
Language learning they need to see the
Structural One ( grammar)
• Learners need to see the Language Form
supported in the Functional language learning

26. This photo album contains
sample pages to get you
started.
To add your own pages, click
the Home tab, and then click
New Slide.
P = Presentation
< Presenting the context in which the grammatical structure
appears >
Aim: To get the learner see the structure- its form and meaning-in
contest.
so here your learners will deal with the first
Bloom's taxonomy category .
knowledge < Learners recall knowledge: where
they will define and identify the structure seen
before .
•The Learner will do that if he = defines, describes,
identifies, knows, labels, lists, matches, names, outlines, recalls,
recognizes, reproduces, selects, states

27. I =Isolation
The focus is temporarily on the grammatical item itself.
Aim : get the learner perceive & recognize the
grammatical item what it looks like .
This goes also with the second category of Bloom's
taxonomy
Comprehension: where your learners will be able to
infer, interpret, paraphrase, predict, rewrite, summarize.…

28. A= Analysis
Here you will try to make your learners analyse
the isolated items.
Aim: To get the learner perceive how they are
formed,how they function and what they mean,in
short what rules govern them.The objective is
that the learner should understand the various
aspects of the structure.
This has a great link with the fourth category Analysis" (
Bloom's Taxonomy) where your learners will be able to:
analyse, breaks down, compares, contrasts, diagrams,
deconstructs, differentiates, discriminates, distinguishes,
identifies, illustrates, infers, outlines, relates, selects, separates.

29. S = Stating rule
Here after they analyse you help them to
formulate the grammar rule
And this what Bloom called "Synthesis" where
the learners are able to Build a structure or
pattern from diverse elements. Put parts together
to form a whole, with emphasis on creating a
new meaning or structure through the following
key words
"reconstruct, relate, reorganize, revise, rewrite,
summarize, tell, write.

30. P= Practice
(Both methods inductive &deductive)
1- Oral Work= shift toshift to ““PPU lessonPPU lesson””
 P= Presentation “ drill” < Presentation of the new grammar
item in a context of communication>
 P= Guided practice < substitution of the key words >
 UU= Use < free practice or feed back using the new grammar
item in a communicative way>

31. P= Practice
<Written Work>
The practice stage consists of a series of exercises.
Three (3)Type of tasks may be included
a- Based form task: Mechanical manipulation
< All the learners have to do is to produce the Correct form . They get practice is
SAYING or WRITING
The new structure( manipulation of the written and spoken Form)but do not use it to
express meaning. Focus is on Form only>
b- Meaning based task: Focus is on meaning. This time the productionFocus is on meaning. This time the production
Of the correct forms involves meaning as well and cannot be done withoutOf the correct forms involves meaning as well and cannot be done without
Comprehension(they cannot be done through mere mechanicalComprehension(they cannot be done through mere mechanical
manipulationmanipulation)
c- Communicative based task: (emphasis is on transmitting
message ) The target structure is used “To say” and “do
things”.

32. Samples of inductive method
from the Algerian Manuals

34. Presentation :
A : Who is that ? B : That is Jim my friend . He is from England.

Isolation : who that he
Analysis :who= « wh question word » « that » demonstrative « he » = pronoun
Stating rule :
• « who » « wh question word »
•« that /this » ”demonstrative »
•« he /she »  « personal pronouns »
MS1 level File 2 ( Family & Friends)

35. Practice:
Based form Task:
Exercise: Re-order the words to make correct questions.
1- Sally/ is / who/?/ 
2- English/ she /is/?/
3- from/ is/?/she/where/ 
Meaning based task:
Exercise : Match the pairs.
1- Sally is English a- age.
2- Sally is 10. b- family member
3- Sally is Tina’s sister. c- nationality .
Communicative based task:
Activity 'a'p46 : Complete the conversation.
Sally : Look. This is Charles.
Aminata : Is he your brother ?
Sally : Yes, he is .He 's a student et the university of Manchester.
Aminata : And, who is this
Sally : It's / He's my uncle.
Aminata : what's his name ?
Sally : His name is Peter.
Aminata : Is he in Manchester, too ?
Sally : No, he is not. He 's in Londonondon

45. N.B:
1.Time will not permit to tackle the Functional learning
objectives & the structural ones in the same séance so if teachers
Can reach the Stating rule of the PIASP teaching method , they
Will be able to tackle the Practice (Phase) in the next séance .
2. Teachers can also consolidate the grammar items with extra
tasks ( worksheets) to be done as home works.
Thank you

46. REFERENCES
Andrews, S. (2007) Teacher Language Awareness. Cambridge: Cambridge University Press
Brown, H.D. (1987) Principles of Language Learning and Teaching. Englewoods Cliffs: Prentice Hall
Brown, H. D. (1994) Teaching by Principles: An Interactive Approach to Language
Pedagogy. Englewood Cliffs : Prentice Hall Regents
Hall, Graham. (2011) Exploring English Language Teaching: Language in Action. the USA: Routhledge
Harmer, J. (1987) Teaching and Learning Grammar. London: Longman
Hinkel, E. and Fotos, S. (2002) New Perspectives on Grammar Teaching in Second Language
Classrooms. New Jersey: Lawrence Erlbaum Associates, Inc
Larsen-Freeman, D. (2003) Teaching Language From Grammar to Grammaring. Canada: Heinle
Nunan, D. (1991) Language Teaching Methodology: A Textbook for Teachers. London: Prentice
Hall International LTD
Nunan, D. (1999) Second Language Teaching&Learning. Boston: Heinle&Heinle Publishers
Rutherford, W. and Smith, M.S. (eds) (1988) Grammar and Second Language Teaching: A Book of
Readings. New York: Heinle&Heinle
Shaffer, C. (1989) A Comparison of Inductive and Deductive Approaches to Teaching
Foreign Languages. The Modern Language Journal. 73 (4): 395-403
Thornbury, S. (1999) How to Teach Grammar. Harlow: Longman