Quick!

Count the number of times

that the letter F appears in the
following sentence:
Finished files are the result of
years of scientific study
combined with the experience of
years.
ow many did you find!
"lmost e#eryone guesses three. $hy! %t seems
that the brain cannot correctly process the
word &'F&. (he letter F usually makes the &f&
sound) like in &fox&. owe#er) in the word &of&) it
makes a &#& sound. *omehow) your brain
o#erlooks the word &of& as it scans for the
sound of &f&.
DEDUCTIVE METHOD
INDUCTIVE METHOD
Reporter:
Regeene Mae D. Cabrera
MAIT
DEDUCTIVE METHOD OF TEACHING
DEDUCTIVE METHOD OF TEACHING

Definition

Steps

Merits

Demerits

Application
Deductive Approach...
Deductive approach to instruction is a more teacher-centered
approach. (Goner, Phillips, and Walters )
A deductive approach starts with presentation of a rule and is
followed by example in which the rule is applied (hornburry, !"##)
The deductive approach represents a more traditional style of
teachin$ in that the $rammatical structures or rules are dictated to
the students first (%ivers and emperley ). hus, the students learn
the rule and apply it only after they have been introduced to the rule.
%&'()D%*+(, 'earnin$

General rule to specific instances

Unknon to kno

Abstract rule to concrete instance

Comple! to simple
Deductive approach proceeds
from
!teps i" Deductive Approach
#U$E!
E%AM&$E!
&#ACTICE
". T#e rules s#oul$ be true%
&. t#e rules s#oul$ s#o clearl' #at limits are on
t#e use of a gi(en form %
). t#e rules nee$ to be clear%
*. t#e rules oug#t to be simple%
+. t#e rules nee$s to make use of concepts
alrea$' familiar to t#e learners% an$
,. t#e rules oug#t to be rele(ant.
Most importantl'- #en t#e rules are presente$
in t#e $e$ucti(e approac#- t#e presentation
s#oul$ be illustrate$ it# e!amples- be s#ort-
in(ol(e stu$ents. compre#ension an$ allo
learners to #a(e a c#ance to personali/e t#e
rule.
!ome 'uide(i"es for )he" the ru(e
is prese"ted. *Thor"+ur,- .///0
I" E"'(ish.....

0#en teac#ing a
ne concept- t#e
teac#er ill
intro$uce t#e
concept- e!plain
t#e rules relate$
to its use- an$
finall' t#e
stu$ents ill
practice using t#e
concept in a
(ariet' of $ifferent
a's.
RU12
23AM412S
4RACTIC2
I" Mathematics...

Clear recognition
of t#e problem

Searc# for a
tentati(e
#'pot#esis

5ormulating of a
tentati(e
#'pot#esis

6erification
RU12
23AM412S
4RACTIC2
M2RITS
I" E"'(ish.....

It is effecti(e it#
stu$ents of a loer
le(el- #o are
beginning to learn t#e
basic structures of t#e
language- or it#
stu$ents #o are
accustome$ to a more
tra$itional st'le of
learning an$ e!pect
grammatical
presentations.
I" Mathematics...

It is s#ort an$ time sa(ing

met#o$.

T#is met#o$ is useful for

re(ision an$ $rill ork

T#ere is use of learner.s

memor'

It is (er' simple met#o$

It pro(i$es sufficient
practice in t#e application
of (arious mat#ematical
formula an$ rules.

T#e spee$ an$ efficienc'

increase b' t#e use of
t#is met#o$.
D2M2RITS
I" E"'(ish.....

It is less suitable
for upper le(el
language stu$ents-
for presenting
grammatical
structures t#at are
comple! in bot#
form an$ meaning-
an$ for classrooms
t#at contain
'ounger learners.
I" Mathematics...
It is not eas' to un$erstan$
It is not suitable for
beginners.
It encourages cramming.
It puts more emp#asis on
memor'.
It is not foun$ 7uite
suitable for t#e
$e(elopment of t#inking-
reasoning- an$ $isco(er'.
De$ucti(e approac# is suitable for gi(ing
practice to t#e stu$ent in appl'ing t#e
formula or principles or generali/ation
#ic# #as been alrea$' arri(e$ at.
T#is met#o$ is (er' useful for fi!ation
an$ retention of facts an$ rules as at
pro(i$es a$e7uate $rill an$ practice.
App(ica+i(it, of Deductive
Approach
T#e 5eatures of t#e
De$ucti(e Tec#ni7ue
Use$ in a 6ocabular' 1esson

a. Concepts to be De(elope$:
T#e $efinition of anton'ms an$ s'non'ms-
an$ t#e $ifference beteen t#em.

b. Instructional Goals:
8i9 Stu$ents ill compare or$ pairs-
namel' anton'ms an$ s'non'ms- an$
t#e $istinction beteen t#em.
8ii9 Stu$ents ill pro(i$e t#e teac#er it#
e!amples t#at s#o t#eir un$erstan$ing
of t#e concepts.
The $esso" &(a"

a. 4resentation of t#e abstraction

Step ": In t#is p#ase- t#e teac#er state$ t#e
ob:ecti(e of t#e lesson clearl' b' $efining t#e
concepts an$ appl'ing t#em to a$:ecti(es it#
#ic# t#e stu$ents ere familiar. T#e $efinition
ere like t#is:
S'non'm is a or$ pair t#at means t#e
same. 8ealt#'- ric#9
Anton'm is a or$ pair t#at means t#e
opposite. 8strong- eak9
;e!t- #e $ispla'e$ t#e folloing structural
outline to capture t#e stu$ents< attention- 8see
figure &9.
#eport o" the Co'"itive
U"derpi""i"'s of the $esso"
b. Interpretation
Step &: T#e abstraction as furt#er illustrate$ it#
a number of e!amples. T#e teac#er first rote
or$s on t#e boar$ in to columns- using
a$:ecti(es like famous- cause- confuse$- ali(e-
upset- on$erful- reason- ell=knon- $ea$-
calm- lost- an$ terrible. T#ese or$s
represente$ a (ariet' of a$:ecti(es #ic# coul$
be sorte$ out into s'non'm or anton'm or$=
pairs. >e t#en procee$e$ to ask stu$ents
#et#er t#e or$s belonge$ = or $i$ not belong
= to t#e concepts of anton'm an$ s'non'm as
#a$ been e!plaine$ at t#e beginning of t#e
lesson.
#eport o" the Co'"itive
U"derpi""i"'s of the $esso"
>e aske$ stu$ents to use t#eir knole$ge
to matc# t#e a$:ecti(es- asking
7uestions like:

Do t#ese to or$s ?reason?- ?ali(e?

belong toget#er@

0#at matc#es t#e or$ lost@

0#at can e sa' about or$s like

famous an$ ell=knon@

Using our ne un$erstan$ing of or$=

pairs- #at can e $e$uce about a
or$=pair like $ea$ an$ ali(e@
#eport o" the Co'"itive
U"derpi""i"'s of the $esso"
Step *: T#e lesson en$e$ it# t#e teac#er
asking t#e stu$ents to sum up #at t#e'
learne$ t#roug#out t#e lesson sa'ing:
To$a'- e #a(e learne$ about or$ pairs
#ic# are $i(i$e$ into ... an$ ... .
S'non'ms mean ... an$ anton'ms
mean .... 2!amples of s'non'ms
are ... -... an$ e!amples of anton'ms
are ...-... .
#eport o" the Co'"itive
U"derpi""i"'s of the $esso"
c. Applications of t#e Abstraction:
Step ): T#is p#ase is i$entical to t#e application
p#ase of Step * in t#e in$ucti(e pre(ious
lesson. Stu$ents ere aske$ to pro(i$e
a$$itional e!amples of t#e concepts on t#eir
on. T#e teac#er aske$ t#e stu$ents sa'ing:
0#o can gi(e me more e!amples of
s'non'ms@
0#o can gi(e me more e!amples of anton'ms@
#eport o" the Co'"itive
U"derpi""i"'s of the $esso"
5inall'- an assignment as gi(en to
t#em to be turne$ in ne!t $a'. T#is
consiste$ of a stor' ritten b' t#e
teac#er- ric# in similar an$
contrasting a$:ecti(es.
T#e stu$ents ere aske$ to fin$ t#e
s'non'ms an$ anton'ms containe$
in t#e stor'- an$ to matc# t#em.
#eport o" the Co'"itive
U"derpi""i"'s of the $esso"
CONC$U!ION
Deductive Approach
*Rule-driven- top1do)"0
General Rule 2 Specific Examples 2 Practice
ACTIVIT3
". C#oose a topic.
&. Use $e$ucti(e met#o$.
8RU12S=23AM412S=4RACTIC29
Aras#en- S.D. B Terrell- T.D. 8"CD)9.
T#e natural approac#: 1anguage ac7uisition in t#eclassroom
. 1on$on: 4rentice >all 2urope.=

;unan- D. 8"CC"9.
1anguage Teac#ing Met#o$olog'
. >ertfor$s#ire: 4rentice >all International.=
S#affer- C. 8"CDC9. A comparison of in$ucti(e an$ $e$ucti(e approac#es to teac#ing
foreignlanguages.
Mo$ern 1anguage Eournal
F)8*9: )C+=*G).=

S#i#- E.H. 8&GGD9.
2ffects of In$ucti(e an$ De$ucti(e Approac#es in Grammar Instruction for Eunior >ig# Sc#ool
stu$ents of Differing 2nglis# 4roficienc'.
Unpublis#e$ MA T#esis- Institute of Commerce. 4ingtung- Taian.

Ric#ar$s- E. an$ Ro$gers- T. 8&GG"9.
Approac#es an$ met#o$s in language teac#ing
. Cambri$ge:Cambri$ge Uni(ersit' 4ress.=
Goner- 4#illips- an$ 0alters. Teac#ing 4ractice >an$book: Structures: Grammar an$ 5unction.
>einemann- "CC+. "&C=")D.
Ri(ers- 0ilga M.- Temperle'- Mar' S. A 4ractical Gui$e to t#e Teac#ing of 2nglis# as a Secon$ or
5oreign 1anguage. I!for$ Uni(ersit' 4ress- "CFD. ""G.
#efere"ces
T>A;AS