Effects of deductive versus inductive approaches on grammar learning in the eso classroom when teaching comparatives and superlatives in english

Abstract

Since the advent of Communicative Language Teaching in the 1970s, the role of grammar teaching and its place in language curricula has been constantly downplayed and even neglected. However, classroom practice is still mostly grammar-based and many European teachers, who agree with the need of teaching under the principles of CLT, champion and continue using overt and/or traditional grammar teaching techniques. The main objective of this study is to consider the effectiveness of two types of grammar rule-based instruction, deductive versus inductive, in improving the explicit and/or declarative knowledge of adolescents in the EFL classroom. To accomplish this purpose we have studied how two groups of students (44 in total) in their second year of lower secondary education or ESO learned about a grammar point, comparatives and superlatives in English. While Group 1 received explicit deductive instruction, Group 2 was taught following an inductive approach. Not only did we analyze the results from the perspective of gains in conscious learning, but we also took into consideration the affective impact of both treatments. Generally speaking, findings from the present study show the benefits of both grammar teaching approaches and point to the fact that inductive grammar instruction, which is more in tune with communicative language teaching, is not detrimental to attain gains in declarative knowledge and seems to be more beneficial in terms of students’ satisfaction and motivation.