DEDUCTIVE APPROACH TO TEACHING GRAMMAR
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grammar instruction, deductive approach, language pedagogy, second language acquisition, explicit teaching, adult learners, ESL methodology, learning strategiesAbstrak
This article investigates the deductive approach to grammar instruction, a classical yet often debated methodology in the realm of language pedagogy. The deductive model entails presenting learners with explicit grammatical rules before engaging them in guided practice. This contrasts with inductive methods, where learners infer rules from contextual examples. The study employs a mixed-methods framework encompassing surveys, classroom interventions, and learner performance assessments. Results demonstrate that deductive instruction is especially effective for adult learners and individuals with analytical cognitive styles. Nonetheless, it may dampen learner motivation and retention if applied rigidly. The findings suggest that the deductive approach remains a valuable instructional tool, particularly when integrated with communicative and context-rich strategies to foster both grammatical accuracy and learner engagement.
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