A Comparative Study Of Inductive And Deductive Approaches In English Grammar Teaching In A Senior High School

Based on the common sense of the public, law is a kind of behavioral norms playing therole of regulation for human beings. So, what is grammar? It is also can be defined as therestriction of language. No information can be conveyed without grammatical rules. Thus,grammar teaching as the indispensable part of English classroom teaching should raisepeople’s attention. The grammar teaching approach appropriate especially for Chinese seniorhigh school students who are at the stage of getting in touch with a mass of grammatical rulesmust be paid more attention to, which can help them to step into the higher door of English.The approaches of deductive and inductive are widely and universally used in grammarteaching, at the mean time, the studies of the different effects of application them into use inChina are from the theoretical level rather than the empirical one, while the studies abroadmay not be appropriate for the Chinese. This paper will elaborate from the following aspects,the research questions, the methodology, and at last the main findings of the experiment.In reliance on the theories and the studies home and abroad, this paper proposes threeresearch questions, namely, the different effects of the two approaches and which one is moreeffective for the Chinese senior high school students.The experiment subjects are the students of two parallel classes from an ordinary seniorhigh school, which are divided into the inductive group and the deductive group. The firstquestionnaire and interviews on the current grammar teaching situation with both the teachersand students were conducted after the analysis of their mid-term examination scores whichwas used to examine their English level. The attributive clause chosen as the target grammarwas taught with both the inductive and the deductive approaches in the two classesrespectively. Then, an immediate test on the day after the lessons and the delayed test afterone month of the lessons were conducted so as to make a comparison between the effects ofthe two approaches and also, to get the information of which approach is more effective. Next,different questionnaires prepared for the two groups were handed out in order to investigatethe various effects of the two approaches. And at last, the teacher and ten students from thetwo groups were interviewed on their feelings of the deductive and the inductive approaches.All of the data was manipulated by SPSS19.0.Based on the tests, the questionnaires and the interviews, there are three findings in thispaper. The first two are the elaboration on the effects of the two approaches respectively andthe third one is that the inductive approach is more effective for grammar learning because ofthe output and the internalization of the rules in the classroom setting timely, the participationand the cooperation of the students and so on.