Critical Response To Learning English

CRITICAL RESPONSE TO READING

Shaffer, C. (1989). A comparison of inductive and deductive approaches to teaching foreign languages. The Modern Language Journal, 73(4), 395-403.

Review of the article

Constance Shaffer conducted this research to compare how inductive and deductive approaches are assorted. This study aims to define the ability of high school students’ learning foreign language based on the grammar concept be contingent on the inductive and deductive attitudes.

The participants have been selected 319 high school students for this study (152 girls and 167 boys) from three poles apart high schools in which there are two public schools and one private school. The age of the students ranged from thirteen to eighteen years. Among

Most of research has focused on children learning English as a second language who are exposed to the target language learned outside the classroom. As Ausubel and Terrell point out, we should exploit on adults’ capacity to comprehend underlying patterns, and thereby hasten the learning process. Because the inductive approach has been associated with audio-lingual (repeating) habit formation theories of the sixties, it has often been disregarded in deliberations centering on cognitive learning and explicit rule knowledge. The recently study directs that an inductive approach is, indeed, possible in a cognitive frameworks (the five senses), and that it can be as effective as deductive approaches for difficult grammatical structure regardless of language ability. This study does not put forward that teachers use only an inductive approach in the classroom. Language students should focus on learning grammar in context of communication situation rather than just only learning by rules and teachers need to be malleable enough to integrate various styles into their lesson depending on their particular circumstances. The advantage of teaching student is the active students to learn rather than passive