Contrastive Research On The Efficiency Of Deduction And Induction Approaches In Senior English Teaching And The Possible Application

A glance back over the history of foreign language teaching and a general browse among approaches and methods in the field reveals that since the decline of the Grammar-Translation Method (GT) more than 100 years ago, induction has always been dominating the classroom of foreign language teaching as opposed to the alternative and so defined inefficient deduction. Influenced by this trend and with little discrimination or allowance for the actual situation of foreign language teaching in China, induction has also become the diffusely upheld and exclusively required method to be practiced in our foreign language education. However, it is overemphasized in practice since both deduction and induction, as two basic and essential approaches of the reasoning and generalization process of human beings, are implemented with both merits and drawbacks. Needless to say, any sound linguistic or pedagogical theory has its own scope of application and limitation. This research attempts to discern the pros and cons of deduction and induction and explore the role of deduction in FLT in China through a painstaking study of relevant literatures and a positivist research project in the classrooms of a senior middle school. Several research questions are raised as follows:1. Are both induction and deduction effective in foreign language teaching?Should induction always dominate the whole process and all the aspects offoreign language teaching?...