EFFICIENCY OF INDUCTIVE AND DEDUCTIVE APPROACHES TO TEACHING GRAMMAR

Abstract

This study is devoted to investigating the efficiency of inductive and deductive approaches in teaching grammar to students. The inductive approach involves learners deducing grammatical rules from specific examples, promoting active engagement and discovery learning. The deductive approach, in contrast, begins with explicit instruction of grammatical rules followed by application exercises, ensuring clarity and structured learning. Through a review of empirical studies, the article demonstrates that deductive methods facilitate immediate comprehension, while inductive methods improve long-term retention and cognitive engagement. A hybrid approach, integrating both methods, is often the most effective. This article discusses implications for curriculum design and instructional strategies, advocating for flexible, learner-centred approaches.