Study On Application Of Inductive And Deductive Approaches To English Grammar Teaching Of Senior High Schools

For a long period of time,grammar teaching has been a controversial issue for English teaching and studies in China.Although in the recent years grammar teaching has been under dispute,even once ?fading grammar? was raised,the position of grammar teaching,which plays an essential part in class teaching and is also the main content of English class teaching,should and will not be neglected as the essential part of class teaching.Inductive and deductive approaches are two approaches often used in grammar teaching.Compared with the abundant studies of the approaches in foreign countries,the time when Chinese researchers began such studies are much later and there are a few about studies of the two approaches in our country.Nevertheless,it is necessary and significant for us to do some research so as to help us to get some new findings that can promote grammar teaching.This thesis adopts several research methods such as literature research method,teaching practice,questionnaires,classroom observation,assessments and interview method,aimed at finding out the current situations of grammar learning for high school students,the effective application of inductive approach and deductive approach grammar teaching and the role the teacher plays in the both approaches.This study makes a significant difference to our English grammar teaching.First and foremost,the investigation conducted before the teaching practice helps to get a rough understanding of the present grammar learning conditions of high school students,promotes teachers to reflect upon the teaching methods and ways adopted in the process of grammar teaching and adjust their methods in accordance with the students' study interests and learning needs,aimed at arousing the interests and enthusiasm of students' grammar study and improving the efficiency of class teaching.Additionally,this study of the application of deductive and inductive approaches in high school grammar teaching can make teachers and students stay focused on the different characteristics of grammar so that they can purposefully adjust their studying and teaching methods when they are in the process of studying and teaching,bringing about greater advances in their teaching and study and better learning effect.Lastly,when adopting these above two approaches in grammar teaching,teachers often serve as a monitor,an instructor,and a coordinator,whose role they play in class teaching should be taken notice of.The subjects of the research are the Senior 1 students coming from two medium classes of Yuncheng No 1.Middle School,where the researcher is working.Both the Experimental Class and Control Class have 60 students.The Emphatic pattern and attributive clauses are the target grammars that are used to testify the different effects of the two grammar teaching approaches.According to the results of the monthly examinations in October,it can be evidently seen that there is slightly little distinction between the two classes.Before the experiment,questionnaires are given to each student mainly to investigate the students' current condition and interest in grammar learning.The Experimental Class are asked to learn emphatic pattern and attributive clauses conducted by deductive approach,while the Control Class to learn them guided by deductive approach.After the research is made,there will be four tests relevant to the grammar they have learned.After class,5 students from the two classes are chosen at random and reviewed on their opinions about the two grammar teaching methods adopted in class practice.This thesis is made up of six parts.The first part is the introduction of the whole paper,stating the paper's background,significance and its framework.Then follows the second part,the literature review with the definitions of grammar,the present modes of grammar,methods of grammar teaching,the grammar teaching ideas of some teaching schools and the research of grammar teaching in middle schools.It narrates in detail the research of inductive approach and deductive approach of grammar teaching home and abroad,as well as the advantages and disadvantages.The third chapter talks about theoretical basis of the research,stating the theoretical basis of the two approaches of grammar teaching and their connection with the theories.The fourth chapter is all concerned with the experiments which are conducted to achieve the aims of the studies,including research questions,research objects,the experimental tools and research methods.Then follows the next chapter,analyzing,comparing and discussing the statistics of pre-examinations and post-examinations,the results of questionnaires,class observation and interviews.The last chapter consists of the main findings of the whole studies,educational implications,the limitations of the studies and the prospect of future research.In conclusion,as is indicated from the results of the research,most of the high school students surveyed show little interest in grammar learning,and are not contented with the traditional inductive grammar teaching approach but do not want to be completely divorced from the traditional deductive grammar teaching;they also have a passion for more class participation and have a preference for visual stimulation.It is suggested that with strong cultural learning and communication aspirations and ideas those students are enthusiastic about communicating and experiencing of the English language and its culture.Inductive grammar teaching does improve the autonomy and initiative of students.At the same time,inductive grammar teaching has greatly improved the autonomy and initiative of students and plays a greater part in some intuitive structure,and simple syntax content,while deductive grammar teaching makes much more difference to some grammatical structures with more content and complex structure.In a nutshell,whether inductive or deductive approach is adopted in grammar teaching,teachers still play an indispensable role as an instructor,a coordinator and a judge in grammar class.