The concept of grammar advocated in this module is broader than the traditional one, and thus, more "real." Grammar takes on different shapes through mode of communication (e.g., oral, written), register (e.g., formal, informal), purpose (e.g., convincing, empathizing), interlocutors (e.g., age, social class), etc. In this respect, we also noted that an inductive approach to learning (and teaching) grammar is eminently conducive to focusing students on the analysis of such a broad definition of language.
Despite the fact that there is still surprisingly little research on the potential pedagogical advantages of inductive learning, we highlighted the apparent benefits of the guided inductive approach (as opposed to simply an inductive one). A guided inductive approach is more practical and more akin to being accepted by the majority of learners, no matter their preferred learning style. A guided inductive approach starts out with an analysis of language data in context (e.g., a passage from a novel, a chart, a video clip), but it can make use of the whole spectrum of options identified on the deductive-inductive continuum. I include once again, a chart that shows the range of possible activities (from the most implicit to the most explicit) that can be accurately defined as part of a guided inductive approach.
Instructor's Final Comments
“The topics discussed in this module were purposefully selected so as to encourage second language teachers to reconceptualize their definition of grammar, and at the same time, to reconceptualize their approach to teaching grammar in the second language—and by extension the development of the students' overall metalinguistic awareness.
I hope the topics covered in this module have piqued your curiosity and that you will try to incorporate some of the pedagogical techniques presented here. We would love to receive your feedback on what worked and what did not work for you. Good luck.
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