Inductive+&+Deductive+Grammar+Karol

Karol
Takimoto, M. (2008). Form-focused instruction on learners’ ability to comprehend and produce polite requests in English. //TESL Canada Journal 26 // (1), pp. 31-51. The author was looking for an answer to what approach is more effective when teaching a second language ? These approaches are deductive instruction (DI), Inductive instruction with problem solving tasks (IIPST) or inductive instruction with structured input tasks (IISIT).  A n effective approach should help teachers and researchers to work on the learning of the students and their understanding instead of only repeating words mechanically that often times do not make any sense for them. The ideas of teaching either inductively or deductively are effective even though, the author found out a superior understanding by using inductive instructions. Throughout the article the comparison of outcomes is clear because that indicates a higher comprehension from the groups that were taught by inductive instruction. The application of the three approaches //DI, IIPST, and IISIT// reach the students’ learning in different ways like verbal responses, intellectual efforts, and the ability to relate easily the input to their lives. One implication mentioned on the article is the participants’ age difference. This may interfere in the results because of the different perceptions of the situations, and it may also influence the interest towards the activities presented in class. As a student and as a teacher I consider that the usage of the deductive and inductive instructions should be combined according to the topics and the level of the students. I agree to the results that inductive instruction is better because you can apply some sort of formula. Students can use this as a model to create an affirmative, negative or interrogative sentence. They can also change the pattern to modify the information. Moreover, t he author found that the best results were obtained from the combination of inductive instruction with problem-solving tasks or structured input tasks when the emphasis is specifically on form and meaning. For this reason I consider this research relevant because this author reaches one of the objectives for my action research; the importance of the combination of form and meaning. Another aspect that I am interested on is that the students’ profile is very relevant for the application of either approach. The level is a very important factor because advanced level can easily relate one structure to another and mix them if necessary. On the other hand, basic levels need as much inductive instruction as they need deductive instruction to reinforce the acquired knowledge. Keskin, F. (2011). Using songs as audio materials in teaching Turkish as a foreign Language. //TOJET: The Turkish Online Journal of Educational Technology, volume 10//(4). pp. 378-383.

Throughout this article the author presents examples of meaningful activities by using music that can be used in class to keep a high motivation in class. The author also gives reasons that can be taken into consideration when the teacher tries to apply this kind of activities in class. Music is a representative item from culture, most of people like music, to change the monotonous mood, and it helps students to feel relaxed; moreover, the author provides some disadvantages that can affect the learning of students like the kind of music that student may prefer, the relation of the song to certain grammatical goals, and the repetition of a limited number of words. The author adds that the songs should be chosen carefully, the teacher should take into consideration the level and the grammatical structures for the songs to be relevant for students. In this way, students can see it as practical as useful for their learning.

One basic aspect of my work is the usage of meaningful activities inside the classroom that can be applied by using the inductive and deductive approaches. Some of the most suitable activities involve the use of music as a tool for learning a foreign language. This kind of activities can be used for inductive or deductive instructions. It can be used as an introductory activity for a topic or it can be used as a mean for practice a topic. Moreover, music is a cultural element that can involves students into community environments. Besides, music can help to avoid the monotony in class; as a result, students’ motivation will be higher if the song was the correct for the topic and also if the song is pleasant for the most of students.

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