The document discusses approaches to teaching grammar, specifically comparing deductive and inductive methods. It summarizes research finding that an inductive, or guided induction, approach leads to stronger student outcomes. When using this approach, teachers create a meaningful context and allow students to discover grammar rules through communication activities, rather than explicitly teaching rules. The inductive approach motivates students and increases their confidence in using new structures.

1. Approaches to Teaching
Grammar and Corrective
Feedback
Nicole Mills (nmills@sas.upenn.edu)
University of Pennsylvania
August 27, 2007

2. Plan
 Deductive vs. Inductive grammar
 PACE Model
 Short presentation of a PACE grammar lesson
 Corrective feedback and error correction

3. “In the past, a traditional classroom, with its emphasis
on grammatical competence and explicit knowledge
of language rules, did not provide occasions for
learners to communicate…”
-Adair-Hauck & Donato, 2002

4. “Unfortunately, many students who spent years
learning only the formal properties of the language
(sound system, verb conjugations, rules of syntax,
vocabulary lists) could not, in the end, exchange
information, express ideas or feelings, construct and
control problem solving, or develop and nurture a
social relationship in a second language.”
-Adair-Hauck & Donato, 2002

5. Importance of Communicative Competence
 It is through communication that we are able to
improve our world, to prosper, and to enjoy it.
-Cooper (1993)
 Communicative competence stresses the need to
know how, when, and why to say what to whom.
-Standards of FL Learning, 1996

6. How do we focus on form within a
communicative framework?
 Teachers don’t need to dichotomize language use–
pitting form against meaning or meaning against
form (Johnson, 1992)
 Attention to form is beneficial to language users and
critical to improving students’ language proficiency

7. Deductive vs. Inductive
 Deductive:
 Students learn grammar rule Use Rule
 Inductive:
 Use grammar rule  Learn Rule

8. Example: Deductive Approach
 1. Teacher points to a model sentence
that exemplified the rule and then
provides grammar explanation
Model sentence: “Dans un avion, on peut parler à un
ami; on ne peut pas jouer au football.”
(In an airplane, one can speak to a
friend; one cannot play soccer)
Oral rule statement: “En français, utilisez l’infinitif après le
verbe pouvoir”
(In French, use the infinitive after the
verb “pouvoir”)

9. Deductive Approach (cont.)
 2. Teacher practices this rule with the students
with a 10 item oral exercise
Instructions: Cet exercise s’appelle “Dans un avion.” Répondez
affirmativement ou négativement à ma question.
1. TEACHER: (picture of people drinking) Dans un avion, peut-on
boire? (In an airplane, can one drink?)
STUDENTS: Oui, on peut boire (Yes, one can drink)
2. TEACHER: (picture of people talking) Peut-on parler à un ami?
(can one speak to a friend?)
STUDENTS: Oui, on peut parler à un ami. (Yes, one can speak to a
friend)
3. TEACHER: Peut-on faire du jogging? (Can one jog?)
STUDENTS: Non, on ne peut pas faire de jogging.
(No, one cannot jog)

10. Example:
Guided Induction Approach
1. Teacher begins with introducing exercise “Dans
un avion” and lead students in the previous
exercise
Instructions: Cet exercice s’appelle “Dans un avion.” Répondez
affirmativement ou négativement à ma question.
1. TEACHER: (picture of people drinking) Dans un avion, peut-on
boire? (In an airplane, can one drink?)
STUDENTS: Oui, on peut boire (Yes, one can drink)
2. TEACHER: (picture of people talking) Peut-on parler à un ami? (can
one speak to a friend?)
STUDENTS: Oui, on peut parler à un ami. (Yes, one can speak to a
friend)
3. TEACHER: Peut-on faire du jogging? (Can one jog?)
STUDENTS: Non, on ne peut pas faire de jogging. (No, one cannot
jog)

11. Guided Induction (cont.)
 2. Directs students’ attention to the model sentences
on the board and asks the class to fill them in chorally
as a group.
Instructions: Maintenant, répondez avec imagination
TEACHER: Dans un avion, on peut ____________ à
un ami; on ne peut pas ________ au football.
STUDENTS: Parler/ jouer
3. Teacher writes in students’ choral response as they give
it and the teacher and students co-construct the rule

12. Empirical Research
 Subjects: 26 students enrolled in Elementary French I
Within-Subjects Design
 Target structures: 1. Au
2. Indefinite article
3. Pouvoir + infinitive
4. Ne (verbe) pas DE
5. Comparative
6. Du/ De la/ De l’
7. Jouer à
8. Direct object pronouns
9. Imperative
10.Lequel/laquelle/ etc.
 Herron, C., & Tomasello, M. (1992). Acquiring Grammatical Structures by Guided
Induction. The French Review, 65 (5), 708-718.

13. Within Subjects Design
 Class A Class B
Structure 1 Deductive Inductive
Structure 2 Inductive Deductive
Structure 3 Deductive Inductive
Structure 4 Inductive Deductive
Structure 5 Deductive Inductive
Structure 6 Inductive Deductive
Structure 7 Deductive Inductive
Structure 8 Inductive Deductive
ETC…

14. Test I (One day after grammar lesson)
0
10
20
30
40
50
60
70
80
90
inductive
deductive

15. Test II (one week after grammar lesson)
0
10
20
30
40
50
60
70
80
90
100
inductive
deductive

16. Overall Research Results
0
10
20
30
40
50
60
70
80
90
Test I Test II
Guided
Induction
Deduction

17. When grammar is taught inductively, the
teacher…
 Allows the learner to formulate and discover the rule
(“to induct”)
 Provides a CONTEXT and PURPOSE for use
 Focuses on meaning first and form second
 Helps learners discover the rule through use of
language
 Empowers the students to problem solve and learn
how to learn a language
Source: Donato, 2002

18. Criteria for Effective Inductive Lessons
 1. A clear and interesting CONTEXT
 2. A purpose for the grammar in communication
 3. Shows the grammar pattern clearly, frequently, and
naturally in context
 4. Use cognates and simplified language
 5. Use visuals: drawing, magazine cut-outs, PowerPoint
 6. Draw on learners’ previous knowledge
 7. Keeps meaning and communication in focus (not just
form)
 8. Lesson moves from comprehension to production
 9. Requires learner to communicate using the new
grammar

19. In an inductive approach…
 Students will talk and use sentences with
the new structures without having been
taught the linguistic rules !
 How is this possible?
 What are the benefits of such an approach?

20. Benefits of a Guided Induction Approach
1. Gives students confidence in the use of the
structural patterns…they’ve already
manipulated the structures
2. Motivates students
3. Increases the ratio of student talk to teacher talk
4. Challenges adult language learners and focuses their
attention
5. Empowers students…they participate ACTIVELY in the
process of language learning
6. Forces the teacher to fully understand the
grammatical principle

21. PACE Model