Thornbury the wrong rule. 4. It can place heavy

 

Thornbury (2002) has stated some of
the advantages of inductive approach.

1.    
Rules
learners discover for themselves are more likely to fit their

We Will Write a Custom Essay Specifically
For You For Only $13.90/page!


order now

 

existing mental structures than rules they have been presented
with.

 

2.    
The
mental effort involved ensures a greater degree of cognitive

 

 depth which ensures greater
memorability.

 

3.    
Students
are more actively involved in learning.

 

4.    
It
favors pattern-recognition and problem-solving ability.

 

5.    
It
is conductive to learner autonomy. (p. 54)

 

 

        Also Thornbury (2002), introduced some
disadvantages of inductive

approach:

1.    
The
time and energy spent in working out rules may mislead students

 

into believing that rules are the objective of language learning,
rather

 

than a means.

 

2.    
The
time taken to work out a rule may be at the expense in putting

 

the rule to
some sort of productive practice.

 

3.    
Students
may hypothesize the wrong rule.

 

4.    
It
can place heavy demands on teachers in planning a lesson.

 

5.    
It
frustrates students who prefer simply to be told the rule. (p. 55)

 

     
According to Haight, Herron, and Cole (2007), while there is little
change in

 

deductive approaches a lot of forms
and several strategies can be noticed in

 

guided inductive instructional
approaches.  Hellon and Tomassello (as
cited in

 

Haight et al., 2007) have introduced
strategies in which teachers draw students’

 

attention to the structure through
using some guiding questions. Also, Adair-

 

Hauck, Donato, and Cumo-Johanssen’s
(as cited in Haight et al., 2007) proposed

 

PACE model in which grammar is taught through naturally inserting targeted

 

structures in a presentation text.
It is said that PACE stands for presentation of

 

the structure through a story or
examples, learners attention to a special form,

 

coconstruction phase, and extension
activity.

 

     
In a research article by Haight, et al. (2007), they investigated the

 

effect of deductive and guided
inductive approaches for teaching grammar in

 

College French classrooms. They used
quasiexperimental design within subjects.

 

The results of the study showed that
guided induction affects long-term learning

 

of grammatical structures. It also
indicated that using guided inductive instruction

 

is so useful in teaching foreign
language in the beginning levels.

 

 

Besides, Vogel, Herron, Cole, and York (2011) carried out the same
study amongst

intermediate level
college French classroom. They investigated the effectiveness

of guided inductive
Versus a deductive approach on the learning of Grammar.

In order to assess
learning of the grammatical structures and to study the

tendency of approach, a mixed-method design was used.
Performances in both

states were assessed through a within-subjects design.
It had a pretest, posttest

and immediate
post-treatment test. In order to measure the students’ preferences

and correspondence
between preferences and performance, a questionnaire was

used. But on the
contrary to the previous study, the long-term
findings and the

 relationship between preferences and
performances were not significant, but

guided inductive
approach had a significantly greater effect on short term learning.

Also, the results showed
that students who favor explanations of the

rules perform better with a guided inductive approach.

       In another field
of study carried out amongst 44college-aged participants in

 two separate
intermediate levels who studied Spanish, Kuder (2009)
examined

the result of deductive
versus inductive lesson teaching direct object pronouns.

The result showed that
achievement and satisfaction level of the group exposed

  to inductive
approach is a bit more than the group exposed to the deductive

lesson. Of course, this
difference is not statistically significant.