There are two main ways to teach Grammar: deductively and inductively. Both deductive and inductive teaching have their strengths and weaknesses. The approach used can depend on a number of factors, such as the nature of the language being taughtand the preferences of the teacher and learners. It is, however, perhaps generally accepted that a combination of both approaches is best suited for the EFL classroom.
Deductive learning is an approach to learning where learners are given the rules which they then apply in the creation of examples. It contrasts with inductive learning. Deductive reasoning is esentially a top-down approach which moves from the more general to the more specific. In other words, we start with a general notion or theory, which we then narrow down to specific hypotheses, which are then tested. Inductive learning is an approach to learning in which learners are given examples of a structure and they then work out the rules underlying them. Inductive reasoning is more a bottom-up approach, moving from the more specific to the more general, in which we make specific observations, detect patterns, formulate hypotheses and draw conclusions.
These two approaches have been applied to grammar teaching and learning. A deductive approach involves the learners being given a general rule, which is then applied to specific language examples and practice exercises. An inductive approach involves the learner detecting, or noticing, patterns and working out a rule for themselves before they practise the language. A deductive approach (rule-driven) starts with the presentation of a rule and is followed by examples in which the rule is applied. An inductive approach (rule-discovery) starts with some examples from which a rule is inferred. Some agreement exists that the most effective grammar teaching includes some deductive and inductive characteristics.
Inductive learning is an option for language with simplicity of use and form. Teaching the finer points inductively would most probably be problematic. However, the learner-centered nature of inductive teaching is often seen as an advantage as the learner is more active in the learning process rather than being a passive recipient. This increased engagement may help the learner to develop deeper understanding and help fix the language being learned. This could also promote the strategy of noticing in the student and enhance learner autonomy and motivation. On the other hand, inductive learning can be more time and energy consuming and more demanding of the teacher and the learner. It is also possible that during the process, the learner may arrive at an incorrect inference or produce an incorrect or incomplete rule. Also, an inductive approach may frustrate learners whose personal learning style and past learning experience is more in line with being taught via a more teacher-centred and deductive approach.
One of the benefits of the deductive method is that it provides clear, structured understanding and is effective for introducing complex concepts that require a strong foundation. It gets right to the point, and can therefore be time-saving. Many rules can be more simply and quickly explained than elicited from examples. This will allow more time for practice and application. The major disadvantage of this method is that the learner is a passive recipient, the student primarily receives and practises information provided by the teacher. Grammar explanation encourages a teacher-fronted, transmission-style classroom. Such an approach encourages the belief that learning a language is simply a case of knowing the rules.
Both methods have their strengths and educators find that incorporating both approaches, or using them in a balanced way, can lead to more effective and enriching learning experiences for students.
References
Thornbury, S. (1999). How to Teach Grammar. Pearson
teachingenglishwithoxford.oup.com/2015/04/24/inductive-and-deductive-grammar-teaching/
studfile.net/preview/5650191/page:3/