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Deductive and Inductive Approaches IDA - Coggle Diagram

- - - - It respects the intelligence and maturity of many, especially adult, students, and acknoeledges the role of cognitive processes in language acquisition
        
        It confirms many students' expectations about classroom learning, particularly for those learners who have an analytical learning style
        
        It allows the teacher to deal with language points as they come up, rather than having to anticipate them and prepare for them in advance
  - - - Grammar explanation encourages a teacher-fronted, transmission-style classroom; teacher explanation is often at the expense of student involvment and interaction
        
        Explantion is seldom as memorable as other forms of presentation, such as demonstration
        
        Such an approach encourages the belief that learning a language is simply a case of knowing the rules
- - - - The mental effort involved ensures a greater degree of cognitive depth which, again, ensures greater memorability
        
        Students are more actively involved in the learning process
        
        It is an approach which favours pattern-recognition and problem-solving abilities which suggests that it is particularly suitable for learners who like this kind of challenge
        
        If the problem-solving is done collaboratively, and in the target language, learners get the opportunity for extra language practice
        
        Working things out for themselves prepares students for greater self-reliance and is conducive to learner autonomy
  - - - The time taken to work out a rule may be at the expense of time spent in putting the rule to some sort of productive practice
        
        Students may hypothesise the wrong rule, or their version of the rule may be either too broad or too narrow in its application: this is a danger whre there is no overt testing of their hypothesis, either through practice examples, or by eliciting an explicit statement of the rule
        
        It can place heavy demands on teachers in planning a lesson. They need to select and organise the data carefully so as to guide learners to an accurate formulation of the rule, while also ensuring the data is intelligible
        
        Carefully organised the data is, many language areas such as aspect and modality resist easy rule formulation
        
        An inductive approach frustrates students who, by dint of their personal learning style or their past learning experience (or both), would prefer simply to be told the rule