And what I have here is a modification of that.
This is not exactly what he presented.
I modified a little bit.
I described in a way the five categories that he presents.
And if you go from one extreme to the end-- from one end to the other end of the continuum here,
you have of course deduction of one end and the most radical type
of inductive approach here is frequency-based induction.
Meaning that you're just exposed to language and that's it.
And then you, in a way figure out what's going on.
But there's no kind of support.
There is no kind of control the data, et cetera.
Then you start moving up and the next one, you have structured data.
In other words, someone choose these certain texts that have specific examples of something
for you to figure out but that's all.
That's all the support you get.
It's just a selection of the samples of a speech, samples of language
that the students are provided with.
Then you move one step further and now we have not only the structured data chosen
for you but now highlighted.
So you have a certain text for instance and which is underlined
or you have some speech sample and somehow it's highlighted with intonation et cetera.
The next stage then, you not only have the structured data on some type of input enhancement
but now also metalinguistic aware and now you focus also on the rule map.
Not only you underline, you highlight certain aspects, but now you actually talk
about the specific rule procedure pattern that may actually explain that particular use.
And then of course you get to the deduction.
So where in this continuum spectrum
of options would you place the most pedagogically sens-- acceptable,
useful approach would be?