“Arab tili globallashuv
davrida: innovatsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
364
THE IMPORTANCE OF INDUCTIVE APPROACH
IN TEACHING GRAMMAR
Durdonakhon Shukhratovna
Teacher at the English Applied Translation department Translation faculty,
Uzbekistan State World Languages University
durcha.1993@gmail.com
Annotatsiya.
Chet tillarni
o‘
rgatishda grammatika muhim
o‘
rin tutadi. Yaqin
o‘
tmishda grammatikani
o‘
rgatish, ayniqsa maktablarda chet tilini
o‘zlashtirishning asosiy usuli sifatida qaraldi. Bu soha asosan oʻqituvchilar
tomonidan GT
M (Grammatikani tarjima qilish usuli) yordamida oʻrgatildi. Agar
s
o‘
nggi yillarga nazar tashlasak, grammatika tuzilmalari bevosita darsliklarda
berilganligini k
o‘
rishimiz mumkin, shunda
o‘
quvchilar
o‘
z nutqida foydalanishdan
oldin til qoidalarini birinchi b
o‘
lib olishadi. Biroq, bugungi kunda yangi yangilangan
o‘
qitish jarayoni
o‘
qituvchilardan chet tili grammatikasini
o‘
qitishda yangi
strategiyalarni ishlab chiqishni talab qiladi. Shu tarzda
o‘
qitish jarayonida ikkita
asosiy yondashuv, induktiv yondashuv va deduktiv yondashuv ochiladi. Ushbu ilmiy
maqola ushbu yondashuvlarni t
o‘
liq ta
’
riflaydi va FLTda induktiv yondashuvning,
ya
’
ni grammatikani taqdim etishga ta
’
sirini belgilaydi.
Аннотация.
Грамматика играет важную роль в обучении
иностранным языкам. В недалеком прошлом преподавание грамматики
рассматривалось как основной способ изучения иностранного языка,
особенно в школах. Преподаватели преподавали эту область в основном с
использованием
GTM
(метода перевода грамматики). Если мы посмотрим
на последние годы, то увидим, что грамматические структуры были
представлены непосредственно в учебниках, так что учащиеся сначала
усваивали правила языка, прежде чем использовать их в своей речи. Однако
сегодня новый обновленный учебный процесс требует от учителей
разработки новых стратегий преподавания грамматики иностранного
языка. Таким образом, в процессе обучения раскрываются два
фундаментальных подхода: индуктивный подход и дедуктивный подход.
В данной научной статье подробно определяются эти подходы и
обрисовывается влияние индуктивного подхода в
FLT
, а именно, к
изложению грамматики.
Annotation.
Grammar plays an important role in teaching foreign languages.
In the near past, teaching grammar was seen as the basic way of acquiring foreign
language especially at schools. This field was taught mostly using GTM (Grammar
Translation Method) by the teachers. If we look at recent years, we can see that
Grammar structures were presented directly in textbooks so that the learners
obtained the rules of language first before using it in their speech. However, today
“Arab tili globallashuv davrida: innova
tsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
365
new updated teaching process requires the teachers to come up with the new
strategies in teaching foreign language grammar. In this way the two fundamental
approaches are revealed in teaching process, inductive approach and deductive
approach. This scientific article defines these approaches throughly and outlines the
influence of inductive approach in FLT, namely, to presenting grammar.
Key words:
inductive approach, deductive approach, grammar, grammar
rules, teaching.
It is proven that grammar makes a significant role in any language.
Grammar takes a fundamental place in the use of English since it ranges into the
process of manipulating and combining words or bits of words in order to form
longer units of meaning (Ur,1996). As focused on communicative usage, grammar
determines how words are arranged to form meaningful units (Coghill, 2003).
“Grammar is partly the study of forms (or structures) are possible in a
language. Thus, grammar is a description of the rules that govern how a
language
’s sentences are formed“.
Harmer (1987:1) defines gram
mar that “The grammar of a language is what
happens to words when they become plural or negative, or what word order is
used when we make questions or join two clauses to make one sentence”.
Among the effective approaches to the teaching of English grammar,
inductive approach is one of the indispensable approaches to the teaching of
English grammar.
Inductive approach as a process where learners discover the grammar rules
themselves by examining the examples. In an inductive approach it is also
possible to use a context for grammar rules.
The inductive approach in teaching grammar is a discovery learning
approach without teaching grammatical rules directly but let students discover
them during the learning experience in terms of using the target language. For
example, the students can discover the rules while playing games, singing songs
or different activities and exercises. There are many advantages of using inductive
approach in teaching grammar. First of all, students become more enthusiastic
and active to understand and discover the rules. Besides that, it is learning-
centered approach and teacher can attract the student
’
s attention. In addition to
this, students can understand the lessons easily and deeply. They can
independently improve their knowledge, form, and meaning of the grammar
pattern based on their own experience.
According to Nunan (1999) during the process if learners are given a chance
to engage with the grammar items themselves, they can understand profoundly
and memorise the grammar rules easily.
Thera are several advantages of inductive approach. Such as learners
discover rules themselves. In this way the learner remembers the rules well.
Beside that, students are more effectively involved in the learning process, rather
than passive and boring recipients.
“Arab tili globallashuv
davrida: innovatsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
366
According to Thornbury (1999), the class where students involve in the
lesson actively is quite reasonable since it provides more comfortable and
motivating environment for them. He also remarks that an inductive teaching
supply more profund knowledge of language as learners
’
study cognitive in order
to discover the rules. It has been pointed out that when learners take place in the
learning process actively so as to discover the rules, they develop their
authonotmy which makes them good language learner.
Inductive approach to presenting grammar in FLT.
One of the common ways to start a lesson that introduces a new grammar
point is to ask students questions that make use of the structure.
For example, if we are introducing ways to talk about likes and dislikes (the
Present simple 1st person positive and negative), we could ask the students:
"
Lena, do you like ice cream?", "What about you Laziz? Do you like strawberries?
"
In this case, they probably won
’
t know how to use the target language structure
which means that it the exact point why you are teaching this structure to them
and they may answer with one or two words. So, you model the structure when
you repeat their answers back to them
, "Yes I like ice cream too", No, I don
’
t like
strawberries"
.
Students are exposed to a meaningful, relevant, contextualized examples.
This could be a written text, an audio recording, a story and so on. The significant
thing is that the example is realistic contextualized. Teacher guides students to
notice the meaning rather than the structure or form.
Differently, in deductive approach to teaching foreign language starts by
giving learners exact rules and forms and then examples, then practice. It is a
teacher-centred approach to presenting new content.
Taking all these points into consideration, there are a variety of ways to
teach garammar lessons fun and understandable for learners. Teacher should use
attractive and interesting activities in the grammar lessons so that the learners
“Arab tili globallashuv davrida: innova
tsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
367
understand the lessons well. While using inductive approaches in the lessons,
learners can understand and remember the rules easily. Besides that, using the
inductive approaches in the grammar lessons helps to make the lessons more
interesting and attractive.
References:
1.
Coghill, J.,& Magedanz S. (2003). English grcontinup.Xvi). New York,
Wiley Publishing.
2.
Harmer, J.(1987) Teaching and Learning Grammar. London: Longman
3.
Hinkel, E. and Fotos, S. (2002) New Perspectives on Grammar Teaching
in Second Language Classrooms. New Jersey: Lawrence Erlbaum Associates, Inc
4.
Larsen-Freeman,D. (2003). Teaching Language From Grammar to
Grammaring. Canada: Heinle
5.
Nunan, D. (1991). Language Teaching Methodology: A Textbook for
Teachers. London: Prentice Hall International LTD
6.
Shaffer, C. (1989) A Comparison of Inductive and Deductive Approaches
to Teaching Foreign Languages. The Modern Language Journal. 73(4):395-403
7.
Thornbury, S. (1999) How to Teach Grammar. Harlow: Longman
8.
Ur, P. (1996). A course in language teaching from practice to theory (p.4).
Cambridge, University Press.
