Thornbury the wrong rule. 4. It can place heavy


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

learners discover for themselves are more likely to fit their

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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
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


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)

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.