Techniques 

:
Form or rule based techniques revolve around the instruction of grammatical forms . « They
can involve implicit, inductive grammar teaching, where the focus is on meaning, but the
goal is to attract the learner's attention to the form without using grammatical metatalk, or
linguistic terminology. form_bases techniques might also involve explicit, deductive
grammar teaching, where the goal is to provide learners with the rule purposefully. parpura
assessing grammar » p40
_input-based techniques deal with how input is used in grammar instruction p 41
_feedback-based techniques involve ways of providing negative evidence of grammar
performance. For example, "recast" is a feedback-based techniques, where an utterance
containing an error is repeated without the error p 41

Deductive&indective :
A deductive approach starts with the presentation of a rule and is followed by examples in
which the rule is applied.
An inductive approach starts with some examples from which a rule is inferred p 29 Chapter
2 (page 22)
. The advantages of a deductive approach are:
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 c'licited from examples. This will
llllow more time for practice and applkation. 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 ha\'e an anal)·ticallearning style. It alluws the teacher to
deal with language pointsas they come up, rather than having to anticipate them and
prepare for them in advance. P30 thornbury
The inductive rOllte would seem, on the of it, to be the wa\' one)s fifH language is
acquired: simply through exposure to a massive al1lOl;nt ofinjJut the regutarities and
patterns of the language become independent of conscious study and explicit rule formujal-
io
Advantages of inductive :
Vhat are the of encouraging learners to work rules out for themselves?
Rules learners discover for themselves are_ I1Jgre.likely to flnheir existing merltal structures
than rules they have vV'jth,This in turn 1,vill make the rules more al1e1. serviceable. The
mental cHart inrol1,'cd Cl1wres a greater -([egree of cognidv<E..depth which, again, ensures
greater memorability. –students arc more actively involvcd in the learrling than being simply
passive recipients: they arc t9. be 1110re attentive and more motivated, It is an approach
which Cl\'ours pattern-recognition and problem-solving abilities \\'hic11 suggests that it is
particularly for learners who like this kind of challenge. If the pi'ob1cm-soh-ing is done
colbboratil'cly, and in the targt;t language, learners get the opportunity for extra language
practice. \Vorking things out for themselves prepares students for greater selfreliance ,md i5
therefore conducive to learner autonomy. P54

In language research, choosing between induction and deduction to approach grammar

instruction is one of the most controversial issues (Ellis, 2006; Nunan, 1998). Some recommended
using both approaches (e.g., Azar, 2007; Basoz, 2014; Kunene & Mthethwa, 2020; LarsenFreeman,
2000; Richards &Reppe2014)whereas others recommended teaching simple grammatical rules
deductively andmore complex ones inductively (e.g., Ellis, 2006; LarsenFreeman, 2000). Some
claimed that EFL students prefer deduction and demand grammar rules and
terms(e.g.,LarsenFreeman, 2000; Richards&Reppen, 2014; Scheffler, 2012; Thornbury, 1999 (what
about teaching grammar)

If one chooses to actually teach grammar he or she has to deal with the question of teaching
deductively or inductively. Ellis gives a definition of both ways:

In deductive teaching, a grammatical structure is presented initially and then practised in one way or
another; […] In inductive teaching, learners are first exposed to exemplars of the grammatical
structure and are asked to arrive at a metalinguistic generalization on their own; (2006: 97) (Eva
deinzer ,teaching grammar,methods and appraoches)

Dissertation : an evaluation of grammatical components kemiha&chioukh

Deductive and Inductive Methods of Teaching Grammar

The two main instructional approaches of grammar teaching are distinct and opposed

to each other. According to Widodo (2006), “a deductive approach derives from deductive

reasoning where the concept goes from general to specific” (p. 126), whereas an inductive

approach “comes from inductive reasoning where reasoning proceeds from particulars to

generalities” (p. 127).

In teaching grammar, the deductive approach is a way of teaching through rules

where the teacher presents the rules followed by examples which show how rules are use

in context. This approach is also known as ‘rule-driven learning’ (Widodo ,2006, p. 126),

or teacher-centered. That is to say, the teacher begins with the broadest explanation of the

rules using examples, and the students are engaged in making their own deductions based

on their teacher’s examples.

 Inductive :On the contrary, the inductive approach to teaching grammar is the opposite of the

deductive approach. It involves giving the students examples of language and they come

up with the grammatica rules and that what Richards et al. (1985) confirm “… inductive

learning in which learners are not taught grammatical or other types of rules directly but

are left to discover or induce rules from other experience of using the language” (as cited

in Nunan, 1991, p. 156). Mackay (1987, pp. 5-7) (as cited in Nunan, 1991, p. 158) provides

an example about inductive approach. The teacher contract the present progressive and

past tense by giving an order to one student to open the window, and s/he writes the

sentence in present progressive on the board such as “Luvan is opening the window” after

that s/he commands to the same student to close the window and then writes the same

sentence in the past tense “Luvan closed the window”. Thus, the student infers how the

present progressive and past tense are constructed in English. Mckay(1987, pp. 5-

dissertation of evaluation of how grammar is taught( djaiouat & soukkou) :Thornbury (1999,p.29)

and Widodo (2006,p.128), state that deductive approach is

called "rule-driven learning" , i.e. the teacher presents the rules first then gives examples to

clarify them, and then he gives students activities to better understand what have been taught.

This approach is more teacher centered ;,

INDUCTIVE : Thornbury (1999,p.29) and Widodo

(2006,p.129), refer to the inductive approach as "rule-discovery learning", in other words,

inductive approach involves giving the students examples of language and working with them

to come up with grammatical rules, they are expected to discover the rules themselves.

Moreover, inductive activities are generally more stimulating and require greater students’

Participation.

Disser : The inductive appraoch is defined as ‘’ an apprach that starts with exposing students to
examples of language use or even an immersing them in the use of the target language items and
then prompts students to generalize the patterns of the language ‘’ (thornbury et al 1999as cited in
wong ,2011 ;p180)

DISSERTATION : Teaching grammar to Efl learners

The deductive approach helps learners to reach the grammar points or rules easily because the rule
is stated at the beginning and as a result, time is saved. The inductive approach gives learners the
opportunity to discover rules by themselves but, sometimes pupils‟ misuse time looking for the rule,
moreover; it can be right or wrong. In the inductive approach learners are actively involved in the
learning process. In addition; they could memorize rules better than others who receive them from
the teacher. (Scott Thornbury. 1999

SENOUSSI NADJET

In this approach(deductive approach),the teaching of language obviously involved the transmission

of grammar rules from teacher to student, and to know a language meant to know the intricacies of
its grammatical system and to recite its rules (Purpura, 2004:

….. students are presented with examples of the target language and led to discover its underlying
organizational principles in order to be able to formulate a formal set of rules and prescriptions
(Purpura, 2004:2

Explicit&Implicit : Mainly, there can be distinguished two opinions on that

issue: either teach grammar or not. Krashen favors the so-called zero-option
(Ellis 1997: 48) which does not focus on explicit grammar teaching at all, but
which puts the emphasis on language acquisition through natural
communication. To make his point of view clear, Krashen forms 5 hypotheses
on how second language is acquired. The first one is called "The
AcquisitionLearning Distinction" which I have already explained above. Then
"The Natural Order Hypothesis" follows which simply means that children who
acquire their mother tongue (L1) do so in a certain predictable order and so do
acquirers of a second language. The kind of order, however, can be different.
The third one is the "Monitor Hypothesis" which refers to learning about
grammar rules only in order to use them as a monitor, i.e. if we know about
certain rules we only use them to make necessary changes of an utterance
before or after it is produced. Sensible Monitor use, though, depends on three
factors: 1. You need sufficient time to think about and apply the rules, 2. you
have to focus on the right forms and 3. you have to know the rules (Krashen
1982: 12-18). "The Input Hypothesis" is the fourth one and deals with the
question "How do we acquire language?" (Krashen 1982: 20). The last one is
called the "Affective Filter Hypothesis" and Krashen states here three factors
which can be obstacles in the acquisition of a language: lacking motivation or
self-confidence, and anxiety (1982: 31)
Dissertation : an evaluation of grammatical components kemiha&chioukh
In the grammar learning process, there are two major ways of acquiring
knowledge
explicit versus implicit through that the FL learners gain proficiency in second
language.
Explicit knowledge is defined by Purpura (2004) as “a conscious knowledge of
grammatical forms and their meaning” (p. 42).That is to say, explicit grammar
starts witan explanation of the rules. For example, it explains when to use
‘have’ and ‘has’ and
provide sample sentences that illustrate how to conjugate the verb. Ellis (2006)
states that
“ explicit knowledge is held consciously, is learnable and verbalisable, and is
typically
accessed through controlled processing when learners experience some kind of
linguistic
difficulty in using the L2”(p. 95). Widodo (2006) states that, “explicit knowledge
is
generally accessible through controlled processing. In short, it is conscious
knowledge of
grammatical rules learned through formal classroom instruction” (p. 125). In
other words,
the foreign language learners are aware about the grammar items, their
different
applications, and the use of grammatical terminology.
On the other hand, implicit knowledge refers to unconscious knowledge
of the
language that the speaker manifests in performance. It manifests in some form
of naturall occurring language behaviour (for example, in a conversation) in
which the speaker has no
awareness of it (Ellis, 2006, p. 95). In other words, implicit knowledge
emphasizes the
exposure to the language. When teaching English as FL, the teacher may
present the
present tense of ‘have’ implicitly by reading a story aloud, and then lead a
discussion about
the story. Brown (2007) maintains that “Implicit knowledge is information that
is
automatically and spontaneously used in language tasks “(p. 302) .That is to
say, there is
no explicit presentation of rules or any explanation, therefore, the FLL perform
the language
. Dissertation : an evaluation of how grammar is taught
Explicit versus Impicit Grammar Teaching
Explicit knowledge represents the declarative knowledge of grammar while
the implicit
knowledge represents the procedural knowledge of grammar. According to
Pachler
(1999,p.67), the explicit grammar or the declarative knowledge is acquired
through "form
instruction ", in other words, the grammar rules are presented directly in a
formal setting.
Widodo (2006) and Schmidt (1990), states that explicit grammar teaching is the
delibrate
study of the grammatical rules which creates awareness and leads to conscious
learning.
However, implicit knowledge implies that the grammatical rules are acquired
unconsciously,
that is to say, learners are not aware that they are acquiring the grammar rules,
they are like
children acquiring their mother tongue.