Teaching Grammar in the

Language Classroom

Foundations Seminar in Foreign Language Teaching

September 15, 2003
 Plan

• Deductive vs. Inductive Grammar Instruction

• Research results
• What are the benefits of a guided induction approach?
• Description of PACE
• Teaching videos and analysis
• PACE activity
• Lesson Planning Ideas
• Peer-teaching Grammar/ Class Observation Reports
“In the past, a traditional classroom, with its
emphasis on grammatical competence and
explicit knowledge of language rules, did
not provide occasions for learners to
communicate…”
-Adair-Hauck & Donato, 2002
“Unfortunately, many students who spent years
learning only the formal properties of the language
(sound system, verb conjugations, rules of syntax,
vocabulary lists) could not, in the end, exchange
information, express ideas or feelings, construct
and control problem solving, or develop and
nurture a social relationship in a second
language.”
-Adair-Hauck & Donato, 2002
 Importance of Communicative
Competence

• It is through communication that we are able to

improve our world, to prosper, and to enjoy it.
-Cooper (1993)

• Communicative competence stresses the need to

know how, when, and why to say what to whom.
-Standards of FL Learning, 1996
 How do we focus on form within a
communicative framework?

• Teachers don’t need to dichotomize language use–

pitting form against meaning or meaning against
form (Johnson, 1992)

• Attention to form is beneficial to language users

and critical to improving students’ language
proficiency
 Deductive vs. Inductive

• Deductive:
– Students learn grammar rule Use Rule

• Inductive:
– Use grammar rule  Learn Rule
 When grammar is taught deductively, the
teacher…
• Explains the rule to the learners

• Provides NO CONTEXT or COMMUNICATIVE

PURPOSE for the grammar

• Focuses on form first and then meaning

• Drills students to learn the rule mechanically

• Assumes all responsibility for student learning

 When grammar is taught inductively, the
teacher…
• Allows the learner to formulate and discover the rule (“to
induct”)

• Provides a CONTEXT and PURPOSE for use

• Focuses on meaning first and form second

• Helps learners discover the rule through meaningful

communication

• Empowers the students to problem solve and learn how to

learn a language Source: Donato, 2002
 Research:
Effectiveness of a Guided Induction
• Subjects: 26 students enrolled Approach
in French 101 at Emory
French in Action video audio program
Within-Subjects Design
• Target structures: 1. Au
2. Des- indefinite article
3. Pouvoir + infinitive
4. Ne (verb) pas DE
5. Comparative
6. Du/ De la/ De l’
7. Jouer à
8. Direct object pronouns
9. Imperative
10.Lequel/laquelle/ etc.

• Herron, C., & Tomasello, M. (1992). Acquiring Grammatical Structures by Guided Induction. The French
Review, 65 (5), 708- 718.
 Research Teaching Procedure:
Deductive Approach
• 1. Teacher points to a model sentence that
exemplified the rule and then provides grammar
explanation

Model sentence: “Dans un avion, on peut parler à un

ami; on ne peut pas regarder un match
de football.”
Oral rule statement: “En français, utilisez l’infinitif après le
verbe pouvoir”
 Deductive Approach (cont.)
• 2. Teacher practices this rule with the students with a 10
item oral drill

Instructions: Cet exercise s’appelle Dans un avion. Répondez

affirmativement ou négativement à ma question.

1. TEACHER: (picture of people drinking) Dans un avion, peut-on

boire?
STUDENTS: Oui, on peut boire

2. TEACHER: (picture of people dancing) Peut-on parler à un ami?

STUDENTS: Oui, on peut parler à un ami.

3. TEACHER: Peut-on faire du jogging?

STUDETNS: Non, on ne peut pas faire du jogging.
 Research Teaching Procedure:
Guided Induction Approach
1. Teacher begins with introducing exercise “Dans un avion” and lead
students in the previous drill

Instructions: Cet exercise s’appelle Dans un avion. Répondez

affirmativement ou négativement à ma question.

1. TEACHER: (picture of people drinking) Dans un avion, peut-on

boire?
STUDENTS: Oui, on peut boire

2. TEACHER: (picture of people dancing) Peut-on parler à un ami?

STUDENTS: Oui, on peut parler à un ami.

3. TEACHER: Peut-on faire du jogging?

STUDETNS: Non, on ne peut pas faire du jogging.
 Guided Induction (cont.)
• 2. Directs students’ attention to the model
sentences on the board and asks the class to fill
them in chorally as a group.

Instructions: Maintenant, répondez avec imagination

TEACHER: Dans un avion, on peut ____________ à un ami; on ne

peut pas ________ un match de football.
STUDENTS: Parler/ Regarder

3. Teacher wrote in students’ choral response as they

gave it and the teacher and students co-constructed
the rule
Test I (One day after grammar lesson)

90
80
70
60
50 inductive
40 deductive
30
20
10
0
Test II (one week after grammar lesson)

100
90
80
70
60
inductive
50
deductive
40
30
20
10
0
 Overall Research Results
90
80
70
60
50 Guided
Induction
40 Deduction
30
20
10
0
Test I Test II

– Statistically significant at the p<.05 level

 Criteria for Effective Inductive Lessons
• 1. A clear and interesting CONTEXT

• 2. A purpose for the grammar in communication

• 3. Shows the grammar pattern clearly, frequently, and

naturally in context

• 4. Keeps meaning and communication in focus (not just

form)

• 5. Lesson moves from comprehension to production

• 6. Requires learner to communicate using the new

grammar
 In an inductive approach…

• Students will talk and use sentences with

the new structures without having been
taught the linguistic rules !

• How is this possible????

• Why is this a good thing???