Presenting Grammar Through Comparison and Contrast of Inductive and Deductive ways of Teaching

Mgr. Nino Kukhaleishvili

Master's thesis

Abstract:

The given thesis, Presenting Grammar through comparison and contrast of Inductive and Deductive ways of teaching is divided into two main parts i.e. the theoretical and the practical. The theoretical part gives an overview of different methods and approaches used by ESL experts and teachers as well as discusses the situation of grammar teaching now, the problems teachers are facing and definitions of relevant concepts connected with teaching grammar. The practical part consists of an analysis of an action research conducted by incorporating four different kinds of data, Pre-tests and Post-tests, feedback from the students, questionnaires filled in by the observers and my own reflections. As a result of the research, outcomes, advantages and disadvantages of each teaching approach have been analyzed and defined. In addition, I have come to the conclusion that, these approaches if taught separately, do not give students enough practice and that students need to be exposed to rules and to be guided to the rule to get more efficient results.

Abstract:

The given thesis, Presenting Grammar through comparison and contrast of Inductive and Deductive ways of teaching is divided into two main parts i.e. the theoretical and the practical. The theoretical part gives an overview of different methods and approaches used by ESL experts and teachers as well as discusses the situation of grammar teaching now, the problems teachers are facing and definitions of relevant concepts connected with teaching grammar. The practical part consists of an analysis of an action research conducted by incorporating four different kinds of data, Pre-tests and Post-tests, feedback from the students, questionnaires filled in by the observers and my own reflections. As a result of the research, outcomes, advantages and disadvantages of each teaching approach have been analyzed and defined. In addition, I have come to the conclusion that, these approaches if taught separately, do not give students enough practice and that students need to be exposed to rules and to be guided to the rule to get more efficient results.

Keywords

Inductive teaching, deductive teaching, methods, approaches, grammar teaching, explicit, implicit, overt, covert, teacher talking time, student talking time, teacher centered, student centered.

Language used: English

Date on which the thesis was submitted / produced: 31. 3. 2015

Thesis defence

• Date of defence: 8. 6. 2015
• Supervisor: Mgr. Naděžda Vojtková

Masaryk University

Faculty of Education

Master programme / field:
Teacher Training for Primary and Lower Secondary Schools / Lower Secondary School and Language School Teacher Training in English Language (eng.)