Académique Documents
Professionnel Documents
Culture Documents
Preliminaries
2008-2010: the draft of two ten-unit graded
readers was written, one in Finnish and one in
Hungarian, with support from CEELBAS;
the Finnish reader adopts predominantly the
inductive, the Hungarian reader the deductive
approach;
both readers are intended for ab-initio researchfocused learners;
both course books take the task of a reader
seriously, no productive skills are taught;
But what is the best way to teaching reading?
Reading inductively:
Generally every unit started with a text that forced us to tease out the grammar. In
English teaching at school it is different because we do miriads of routine exercises from
simpler to more difficult. This teaching forced us to go down the reading rout. The units
model how an academic life would work.
Pro inductive
Enhances memorisation
If you do the work by yourself, the hard way, you get a certain conception, there are good
chances it is not totally right, but still it kind of helps you to see the logic of a language
construction. So, afterwards, when you have explanations, it is kind of more solid
knowledge.
I think it helps if you dont know some of it because you learn by making mistakes and I
think, I dont know what its like with other people, but things sort of stick in my head if I
have to go and look it up I just remember it more.
[Remembering] is easier once you figured it out by yourself. But there is a difference
between figuring it out and being able to use it actively by yourself.
I remember better with discovery but probably I am biased because I learnt all my
languages, German and English in this way, through a text. Starting with the grammar
might require students to change their thinking, I dont know.
Yes, when it clicks inside, and because something clicks inside you remember it.
I think its better to look things up by myself because if Im given then on a list Im not
making as much effort, and itll stay in the head.
Pro deductive
Correct interpretation
I dont agree with receiving the words because I can look them up anyway but I really found
it useful the prior explanation of the grammar thing While reading the text I can guess the
meaning of the text but I cannot translate it fully. I know what word is there but I dont
know what is its form and an online dictionary or Google Translate cannot explain that to
me.
You can look up the words later and try to learn the meaning but the grammar would help
in translating more correctly.
Encouraging
If I know grammar, much more grammar maybe I will not stop when I go through the text.
But then the disadvantage [of the inductive method] is that it can be quite discouraging, first
when you are on your own working on it, you feel like damn, I suck at this, especially if you
are not a language learner.
Learning a language can be quite personally personally challenging to your self-esteem,
especially because of the way we learn other things, other subjects, we are given the inductive
approach, really, you are told, this is what it is, and now lets try to apply it to something.
Pre-taught
Maintaining curiosity
Enhancing memorisation
Sense of safety
Encouraging lazyness
A confidence boost
Excitement v. discouragement
Clarity of expectations
References
Ellis, R. (2008) The Study of Second Language Acquisition. Oxford: Oxford
University Press.
Erlam, R. Language aptitude and its relationship to instructional effectiveness
in second language acquisition. Language Teaching Research 9: 147-172.
Fotos, S. (1994) Integrating grammar instruction and communicative language
use through grammar consciousness-raising tasks. TESOL Quarterly 28: 328351.
Mohamed, N. (2001) Teaching grammar through consciousness raising tasks.
Unpublished MA thesis, University of Auckland, Auckland.
Shaffer, C. (1989) A Comparison of Inductive and Deductive Approaches to
Teaching Foreign Languages. The Modern Language Journal 73:396-403.
Stern, H.H. (1992) Issues and Options in English Language Teaching. Oxford:
Oxford University Press.
Thornbury, S. (1997) About Language: Tasks for Teachers of English. Cambridge:
Cambridge University Press.
Thornbury, S. (1999) How to Teach Grammar. Harlow: Longman