Comparing the Deductive Method and Inductive Method of Grammar Teaching for Chinese Senior High School students
DOI:
https://doi.org/10.54097/ehss.v8i.4254Keywords:
Chinese students; Grammar teaching; the inductive method; the deductive method; senior high school; impact.Abstract
Grammar is not only an essential component of learning a language, but it is also a challenging topic for foreign language learners. Inductive and deductive methods are two fundamental teaching strategies for grammar, both of which have advantages. The domestic research on this topic began relatively later than the numerous overseas studies on these two grammar teaching techniques, and the research findings are often insufficient. Therefore, it is necessary to explore grammar instruction strategies n the present context. By comparing experimental data from inductive and deductive research methodologies, this study examines the comparative impact of teaching English grammar. The study also sought to see which of the two approaches had a positive impact on the grammar academic performance of Chinese senior high school students. Based on previous experimental studies, a conclusion can be drawn that inductive and deductive teaching methods both have their own advantages and disadvantages. The variables in the language teaching or teaching context will determine the appropriate strategy for teaching grammar.
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