Paper Writing Service - HelpWriting.net 👈 ✅ Quality You get an original and high-quality paper based on extensive research. The completed work will be correctly formatted, referenced and tailored to your level of study. ✅ Confidentiality We value your privacy. We do not disclose your personal information to any third party without your consent. Your payment data is also safely handled as you process the payment through a secured and verified payment processor. ✅ Originality Every single order we deliver is written from scratch according to your instructions. We have zero tolerance for plagiarism, so all completed papers are unique and checked for plagiarism using a leading plagiarism detector. ✅ On-time delivery We strive to deliver quality custom written papers before the deadline. That's why you don't have to worry about missing the deadline for submitting your assignment. ✅ Free revisions You can ask to revise your paper as many times as you need until you're completely satisfied with the result. Provide notes about what needs to be changed, and we'll change it right away. ✅ 24/7 Support From answering simple questions to solving any possible issues, we're always here to help you in chat and on the phone. We've got you covered at any time, day or night. Deductive and Inductive Approaches CHAPTER ONE DEDUCTIVE AND INDUCTIVE APPROACHES A SHORT REVIEW 1.1. Definitions and names When it comes to teaching grammar two main trends have been competing with one another for ages, these are: deductive and inductive approaches. While the first one seems to be more successful as it has continuously been applied since ancient times, the other was appreciated only in Classical, Reneissance, 19th and 20th century (Johnson, 1999, p. 147). However, it seems to have gained real popularity recently. We can observe (Johnson, 1999, p. 147), that the deductive approach was extremaly in favour in the Middle Ages, 18th and 19th century, when reading, writing and translating texts were regarded as the most important skills. Luckily,...show more content...228). According to Trahey and White in these exercises ...learners are exposed to a high frequency of a particular language form in the instructional input leading to better knowledge and understanding of that form by the learners (Lightbown amp; Spada., 1999, p. 131). Pupils seem to be surrounded by the language, on the contrary in the deductive approach learners are given selected language structures to cope with, to complete tasks based only on this particular gramatical item. Batstone (1994) calls this type of approach teaching grammar as product or form focused approach and sees it as a series of controlled activities with the significant role of the teacher and a slightly limited role of the learners (pp. 224 227). However, he does not condemn this approach, he admits it is still a very popular one and has some advantages. As a matter of fact, Batstone agrees with Long s opinion that struct

1. Deductive and Inductive Approaches
CHAPTER ONE
DEDUCTIVE AND INDUCTIVE APPROACHES–
A SHORT REVIEW
1.1. Definitions and names
When it comes to teaching grammar two main trends have been competing with one another for ages, these are: deductive and inductive approaches. While
the first one seems to be more successful as it has continuously been applied since ancient times, the other was appreciated only in Classical, Reneissance,
19th and 20th century (Johnson, 1999, p. 147). However, it seems to have gained real popularity recently. We can observe (Johnson, 1999, p. 147), that the
deductive approach was extremaly in favour in the Middle Ages, 18th and 19th century, when reading, writing and translating texts were regarded as the
most important skills. Luckily,...show more content...
228). According to Trahey and White in these exercises " ...learners are exposed to a high–frequency of a particular language form in the instructional input
leading to better knowledge and understanding of that form by the learners" (Lightbown & Spada., 1999, p. 131). Pupils seem to be surrounded by
the language, on the contrary in the deductive approach learners are given selected language structures to cope with, to complete tasks based only on this
particular gramatical item. Batstone (1994) calls this type of approach "teaching grammar as product" or "form–focused approach" and sees it as a series
of controlled activities with the significant role of the teacher and a slightly limited role of the learners (pp. 224–227). However, he does not condemn this
approach, he admits it is still a very popular one and has some advantages. As a matter of fact, Batstone agrees with Long's opinion that "structures,
notions, functions, etc." cannot "be acquired separately, singly, in linear additive fashion" and this is the weak point of the form–focused approach, yet it
provides good knowledge of rules and reinforces students feeling of understanding the language structure and at the same time it encourages them to
continue learning. In regards to the inductive approach Batstone calls it teaching grammar as process or meaning focused approach (pp. 224–227) and
emphasises
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