An acoustic study of voice on investigating the difference between the effects of inductive and deductive approach in teaching grammar for sixth grade students in anahda primary school

Abstract EN

The aim of this paper was to try to provide some insights as to whether the inductive or deductive method of instruction is more effective in the context of teaching English as a Foreign Language to primary learners.

After reviewing previous research on the inductive/deductive division, an experiment was conducted in Anahda primary school to decipher which approach is more suitable in the EFL teaching grammar curriculum.

The same non-acquired grammatical feature (present simple affirmative) was taught to two different classrooms of 6th graders in a randomly selected state school.

The results of the study indicate that the deductive method is more effective than the inductive for learning the rules governing present simple affirmative formation.

This paper also draws the attention on the need for further investigation for this phenomenon in a wider scale taking into account the following factors: a) different levels of students, b) differing levels of language ability, c)structure complexity and d) similarity of structure to L1.