Thornbury (2002) has stated some of
the advantages of inductive approach.
learners discover for themselves are more likely to fit their
existing mental structures than rules they have been presented
mental effort involved ensures a greater degree of cognitive
depth which ensures greater
are more actively involved in learning.
favors pattern-recognition and problem-solving ability.
is conductive to learner autonomy. (p. 54)
Also Thornbury (2002), introduced some
disadvantages of inductive
time and energy spent in working out rules may mislead students
into believing that rules are the objective of language learning,
than a means.
time taken to work out a rule may be at the expense in putting
the rule to
some sort of productive practice.
may hypothesize the wrong rule.
can place heavy demands on teachers in planning a lesson.
frustrates students who prefer simply to be told the rule. (p. 55)
According to Haight, Herron, and Cole (2007), while there is little
deductive approaches a lot of forms
and several strategies can be noticed in
guided inductive instructional
approaches. Hellon and Tomassello (as
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
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
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
post-treatment test. In order to measure the students’ preferences
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
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
intermediate levels who studied Spanish, Kuder (2009)
the result of deductive
versus inductive lesson teaching direct object pronouns.
The result showed that
achievement and satisfaction level of the group exposed
approach is a bit more than the group exposed to the deductive
lesson. Of course, this
difference is not statistically significant.