According to Widodo (2006), a deductive approach is making use of knowledge from general to specific. In teaching grammar, this approach is called rule- driven approach as well. In this type, grammar knowledge is explicitly imparted then; teachers explain and reinforce their learners’ comprehension with some practical activities. According to Widodo as well, in deductive approach learners feel comfortable while doing their exercises because they feel safe from committing grammatical errors. Nonetheless, in such approach the only chance offered to learners to use the language is via practicing activities. Widodo points out the characteristics of rules in such deductive approach as follow:
- Rules should be true, clear, simple, and refer to …show more content…
In this explicit presentation, teachers attempt to simplify the grammatical structures. Giving examples and explaining what they mean and how they work allow learners to develop this understanding and use these structures in sentences of their own (p.74).
2.2. Steps for teaching grammar explicitly (Sarosdy et al., 2006, p.75) provide some steps used in teaching grammar deductively these steps are summarized in the following points: 2.2.1. Lead-in phase. In this stage, teachers should initiate or provide a complete knowledge about the context in which the new language is used .The context may have three types:
2.2.1.1. The students’ world. This context covers the nearby settings in which students are present such as the students’ home, the classroom, etc. 2.2.1.2. The outside world. This kind implies using existent life situation or invented world such as using stories, and other striations that stimulate students’ …show more content…
Sometimes presenting the target structure visually does not allow obtaining the lesson’s objectives. Thus, teachers have to reflect and adopt other ways such as real situations to clarify the rules. These situations may be from the outside, but practically used by people as well as, teachers may use unreal or created situations.
- By contrasting structures. This way is usually, used to differentiate two structures. It does not only provide the knowledge of the structure but also it determines the different possibilities in which learners can exploit this knowledge. For example, these strategies particularly are used when contrasting tenses in order to call attention to the difference between them. Take the case of, distinguishing the past simple and the present simple , teachers are expected at this point to show that action in the former is finished, while, the action in latter tense is happening at the present / actual time. 2.2.2.Elicitation. This strategy is essentially used to be acquainted with learners’ ability in using the new structure in their own production or if they are familiar with it. From this point ,teachers decide if they should move on to further point or not .If they feel that learners have problems , and need much more explanation they go back to the previous stage aiming to solve these problems. Consequently, practical tasks will be postponed later
- Rules should be true, clear, simple, and refer to …show more content…
In this explicit presentation, teachers attempt to simplify the grammatical structures. Giving examples and explaining what they mean and how they work allow learners to develop this understanding and use these structures in sentences of their own (p.74).
2.2. Steps for teaching grammar explicitly (Sarosdy et al., 2006, p.75) provide some steps used in teaching grammar deductively these steps are summarized in the following points: 2.2.1. Lead-in phase. In this stage, teachers should initiate or provide a complete knowledge about the context in which the new language is used .The context may have three types:
2.2.1.1. The students’ world. This context covers the nearby settings in which students are present such as the students’ home, the classroom, etc. 2.2.1.2. The outside world. This kind implies using existent life situation or invented world such as using stories, and other striations that stimulate students’ …show more content…
Sometimes presenting the target structure visually does not allow obtaining the lesson’s objectives. Thus, teachers have to reflect and adopt other ways such as real situations to clarify the rules. These situations may be from the outside, but practically used by people as well as, teachers may use unreal or created situations.
- By contrasting structures. This way is usually, used to differentiate two structures. It does not only provide the knowledge of the structure but also it determines the different possibilities in which learners can exploit this knowledge. For example, these strategies particularly are used when contrasting tenses in order to call attention to the difference between them. Take the case of, distinguishing the past simple and the present simple , teachers are expected at this point to show that action in the former is finished, while, the action in latter tense is happening at the present / actual time. 2.2.2.Elicitation. This strategy is essentially used to be acquainted with learners’ ability in using the new structure in their own production or if they are familiar with it. From this point ,teachers decide if they should move on to further point or not .If they feel that learners have problems , and need much more explanation they go back to the previous stage aiming to solve these problems. Consequently, practical tasks will be postponed later