A Comparative Study Of The Effects Of Deduction And Induction In English Grammar Teaching In Senior High School

English, as a whole, is made up of many parts. Grammar is an indispensable part of English, and it can be defined as the rules of language. No information can be conveyed without grammatical rules. Thus, we should pay more attention to the grammar teaching which is an essential part of English teaching. English grammar has been a focus in the process of the English teaching in senior high school in our country and it is one of the difficulties in the teaching process.A great many of scholars have put forward various kinds of teaching theories and teaching methods. The deductive approach and the inductive approach are two major English teaching methods, and there are many differences between them. And also their roles in English teaching are different. The deductive approach is, in essence, a traditional teaching method. While the inductive approach is a new one. We cannot say which one is better or more effective. This paper is to make an elaboration of the definition and the development of induction and deduction and to make an empirical research in order to find out what role each of them plays in English classroom teaching. The purpose of the experim ent is to investigate the different role of the two methods for teaching grammar, and which one is more suitable for Chinese students to learn English grammar.The experiment subjects of the research are two parallel classes from a high school in Ulanhot, Xing'an Meng. The students in these two classes are taught by the same English teacher, that is, the author of this paper. They are senior two students in class 10 and class 18. Class 10 is the experimental group and class 18 is the control group. The experimental group is taught by using the inductive method while the control group uses the traditional method, that is, the deductive method. Why do we choose these two classes? Because the students from the two classes are at the same English level and they have the same educational background. The students' last term final examination scores are used to examine their English level and after a careful analysis, we find they are at the same English level, which guarantees the experiment's validity. Grammar content of this paper is the subjunctive mood. It is taught in the deductive approach and the inductive approach in the two classes separately. The whole research lasts for about two months, from November 2nd, 2015 to January 4th, 2016. First, we use the pre-test to examine if the students have known something about the subjunctive mood. Then, it is the experiment and it lasts for about one month. Third, it is the immediate test and delayed test. We use the two tests to see the effects of the deductive teaching and the inductive teaching. And then we use the questionnaires to do a survey in the two classes. In order that we can know about students' attitudes towards deduction and induction. And also we have interviews with some English teachers to know their understanding and using of deduction and induction. All of the data will be analyzed by the SPSS19.0.We can get some findings from the data analysis of the experiment. According to the data analysis of the result of the tests, especially the immediate test and the delayed test, we find in the immediate test the mean score of the control group which is taught by deduction is a little higher than the experi mental group which is taught inductively. While in the delayed test the experimental group outperforms the control group. All this testify that students can understand grammatical rules easily and get high scores in the deductive approach, but what are taught inductively can be remembered for a longer time by the students. According to the data analysis of the questionnaires, the majority of students believe that deduction helps to acquire knowledge easily, and induction can enhance their interest in learning grammar, and this kind of discovery learning can enhance self-satisf action, active classroom atmosphere. According to the teachers being interviewed the use of the deductive method of teaching is more frequent, but for the students of the high level, the use of induction seems to be more effective.