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American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 05     Pages: 05-08 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

 

 

 

 

 

 

 

ABSTRACT 

In this article, deductive and inductive approaches and methods of teaching grammar in their context, as well as their 

advantages and disadvantages are reflected. 

 

KEYWORDS 

Teaching  English  grammar,  inductive  approach,  deductive  approach, students’ preference. 

INTRODUCTION 

The term mother tongue  refers to the language that is 

acquired firstand, in pedagogical context,  named  as 

the  native, base, or sourcelanguage.  A foreign  

language  is  a language  taught  at school  as a subject, 

as  well as the  one that is not used either as a language 

of teaching  at school or the  language  of 

communication in a certain community. In pedagogical  

context, it  is referred  to as a foreign, goal  or target  

language.  In  linguistic  literature  it  can  be noticed 

that  different  scholars  have  treated  the  distinction  

between  the terms  “learning”  and  “acquiring”  in  

numerous  ways.  American linguist Krashen  insists 

that those are two completely different  processes.  

According  to  him,  the  acquisition  is  a  process  of 

learning  a mother  tongue which is considered  unique 

by  its own nature. Learning in a broader sense can be 

  Research Article 

 

INDUCTIVE AND DEDUCTIVE TEACHING APPROACHES 
 

Submission Date: May 10, 2022, Accepted Date:  May 20, 2022,  

Published Date: May 30, 2022  

Crossref doi: https://doi.org/10.37547/ajps/Volume02Issue05-02 

 

 

Shovqieva Shohida Bobosher kizi 
Uzbek State Institute of Arts and Culture, Uzbekistan 

 

Journal Website: 

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com/index.php/ajps 

Copyright: Original 

content from this work 

may be used under the 

terms of the creative 

commons attributes 

4.0 licence. 

 

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Volume 02 Issue 05-2022 6 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 05     Pages: 05-08 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

defined as “acquiring or getting of knowledge of a 

subject or a skill by study, experience and instruction.” 

On the other hand, some linguists claim that there 

exists no fundamental distinction between the two 

terms . Further in the text, the term grammar 

acquisition   will  be  used,  for  the  fact  that  in  

pedagogical  and psycholinguistic  literature  it is  often 

used in  alternation with  the term learning. 

There are  at least two approaches to acquisition of 

grammar in teaching foreign languages: inductive and  

deductive. When grammar is taught inductively, a 

teacher allows students to, on the basis of 

assumptions, induce and formulate a rule by 

themselves.  Namely,  students  produce  rules  

indirectly, applying  a rule  to  exercises  from  a text.  

The teacher’s  task  is  to provide  the  appropriate  

context  where  a  certain  rule  is  used, together  with  

the  appropriate  context  for  communication.  The 

main advantage of the inductive approach, according 

to Hinkel and Fotos  ,  is fostering  the  mental  effort  

and  enabling  development  of  students’  mental  

capabilities,  analysis  and  making connection  between  

the  segments  of  speech,  thus  participating actively  

in the  teaching process.  They also  assert that the 

knowledge  acquired  by  unconscious  process  of  

identification  and acquisition  of  the  presented  

grammar  rules  can  be  stored  for  a longer  period  of  

time  and  implemented  in  practice  without  the 

conscious  questioning  of  context  which  can  be  time-

consuming. Naturally, the efficiency of the method is 

highly dependent on the teacher for it is highly 

demanding to find examples relevant for the given 

problem which will lead to the desirable conclusion. 

Moreover, the method could be time-consuming, 

wasting  precious  time that  could  otherwise  be  used  

for  the  reproduction  of  the learnt material, especially 

in the case when, for instance, the students are unable 

to produce a certain rule. The  second  approach  is  the  

deductive  approach  of  acquiring grammar rules. 

According to Thornbury’s three basic principles, a 

teacher  provides  clear  definitions  and  explanations  

of  a  certain grammar point. The next step is to provide 

examples of sentences where the grammar point is 

usually used, as a means of presenting the  students  

with  the most  frequent  usage  of a  rule  in a  certain 

context. Then students practice the rule providing 

their own examples at the end of a lesson .  

The deductive method  is  easier  to  apply  than  the  

inductive  one,  leaving  little space for mistakes, 

provided it is explained in a correct and precise way.  

The  deductive  approach  encourages  students’  

confidence through numerous examples, at the same 

time stating clearly what students  are  expected  to  

learn.  In  addition,  a  teacher  is  not required to 

prepare much when teaching in this manner. The main 

task of a teacher is to provide students with 

comprehensible explanation  which  could  be easily 

applied  to the exercises that follow. However, one of 

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Volume 02 Issue 05-2022 7 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 05     Pages: 05-08 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

the main disadvantages of the deductive approach is 

the lack of students’ participation in the teaching 

process which leads to the lack of creativity and 

degradation of the thinking process  because  

everything  is  clear,  already  given  and  there  is  no 

opportunity  for  critical  thinking.  Teacher’s  inability  

to present  a rule in a clear and unambiguous way, to 

provide relevant examples and adjust them to the 

capabilities of the students could be another 

disadvantage of the approach. In that case, even the 

simplest rule can seem difficult and confusing to the 

students. 

Deductive and inductive grammar learning. These two 

approaches have been applied to grammar teaching 

and learning. A deductive approach involves the 

learners being given a general rule, which is then 

applied to specific language examples and honed 

through practice exercises. An inductive approach 

involves the learners detecting, or noticing, patterns 

and working out a ‘rule’ for themselves before they 

practise the language. 

Both approaches are commonplace in published 

materials. Some course books may adhere to one 

approach or the other as series style, whereas some 

may be more flexible and employ both approaches 

according to what the language being taught lends 

itself to. Most inductive learning presented in course 

books is guided or scaffolded. In other words, 

exercises and questions guide the learner to work out 

the grammar rule. The following course book extracts 

illustrate the two different approaches. The 

subsequent practice exercises are similar in both 

course books. 

First and foremost, it is perhaps the nature of the 

language being taught that determines if an inductive 

approach is possible. Inductive learning is an option for 

language with salient features and consistency and 

simplicity of use and form. The basic forms of 

comparative adjectives, as shown above, is an example 

of this. Conversely, teaching the finer points of the use 

of articles (a/an, the) inductively, for example, would 

most probably be problematic. The metalinguistic 

tools that the learners will need to accomplish the task 

is also a factor. 

However, the learner-centered nature of inductive 

teaching is often seen as advantageous as the learner 

is more active in the learning process rather than being 

a passive recipient. This increased engagement may 

help the learner to develop deeper understanding and 

help fix the language being learned. This could also 

promote the strategy of ‘noticing’ in the student and 

enhance learner autonomy and motivation. 

On the other hand, inductive learning can be more 

time- and energy-consuming and more demanding of 

the teacher and the learner. It is also possible that 

during the process, the learner may arrive at an 

incorrect inference or produce an incorrect or 

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Volume 02 Issue 05-2022 8 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 05     Pages: 05-08 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

incomplete rule. Also, an inductive approach may 

frustrate learners whose personal learning style and/or 

past learning experience is more in line with being 

taught via a more teacher-centred and deductive 

approach. 

REFERENCES 

1. Brown, H.D. (2007). Principles of language 

learning and teaching. Pearson Longman. 

2. Haight, C., Herron, C., & Cole, S. (2007). The 

effects of deductive and guided inductive 

instructional approaches on the learning of 

grammar in the elementary language college 

classroom. Foreign Language Annals, 40, 288-

309. 

3. Thornbury, S. (1999). How to Teach Grammar. 

Pearson. 

 

 

 

 

 

 

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