A COMPARATIVE ANALYSIS OF INDUCTIVE AND DEDUCTIVE APPROACHES TO TEACHING ENGLISH GRAMMAR IN HIGHER EDUCATION
Keywords:
Inductive Approach, Deductive Approach, Grammar Instruction, EFL, Cognitive Engagement, Pedagogy, Rule-discoveryAbstract
The debate between inductive and deductive approaches remains a central theme in English as a Foreign Language (EFL) pedagogy. This paper provides a comprehensive comparative analysis of these two methodologies in the context of grammar instruction. While the deductive approach follows a teacher-centered "rule-to-example" flow, the inductive approach prioritizes a student-centered "example-to-rule" discovery process. Through an experimental study conducted with undergraduate students, the research evaluates the efficacy of both methods in terms of long-term retention and communicative competence. The findings suggest that while deductive reasoning is time-efficient for complex structures, the inductive approach fosters deeper cognitive processing and active learner participation.
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