Lesson 4: Implementing a Guided Induction Approach

Review

1. What is the sequence presented in the sample lesson plan about GUSTAR in Part 1 of this lesson that can be regarded as an example of a guided inductive approach?

2. A guided inductive approach to learning/teaching grammar entails that students need to hypothesize and test hypotheses; thus it may be time consuming and lesson plans need to provide enough time for students to engage in the process of analysis of data fully.

3. In the class activity depicted in the third section of this lesson, the instructor read the text three times at normal speed so that students would gradually start to reconstruct the text, and in so doing they would be focusing their attention on the elements of the text that their grammatical system cannot immediately and/or accurately process.

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Reflect

Ausubel (1963) and Carroll (1964) raised questions about the feasibility of an inductive approach to teaching/learning grammar, briefly summarized as follows:

1. adults are endowed with a cognitive network enabling them to understand abstract concepts teachers should capitalize on this asset and speed up the language acquisition process by giving the learners explicit rules in a deductive learning framework.
2. an inductive approach is too difficult for slower students, ... only brighter students are capable of discovering the underlying patterns of a structure.

Would these criticisms apply to a guided inductive approach to teaching/learning grammar as well? Be specific in your answers.

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