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Assignment 1 (Template)

Student Name: Basma Alarabi

College of Education and Arts, Lusail University

EDUC 316 – Teaching Grammar

Dr. Muhammad A. Shah

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My Grammar Teaching Approach

Introduction
Grammar is a key element of second language (L2) acquisition, enabling learners to convey
meaning in clear and specific ways. Without grammatical knowledge, language users may be
unable to communicate efficiently, neither in speaking nor in writing. Teaching grammar,
therefore, continues to be a central issue in language teaching. However, there is no single
specific method that suits all learners and contexts (Siposova & Jurikova,2022). As classrooms
expand and learner profiles shift, language educators must adopt a view towards the teaching
of grammar that is evidence-informed, responsive, and context-adaptive. An evidence-
informed, context-specific, and eclectic approach enables teachers to gather the best of
different approaches while adapting instruction to specific classroom contexts. This paper
outlines the theoretical underpinnings of grammar instruction, argues the case for an eclectic
approach, and provides practical examples of the application of this approach in a diverse adult
ESL classroom.

Theoretical Foundation & Research Support

Teaching methods for grammar have been debated and constructed over centuries, and the
two major modes of instruction have remained in highest visibility throughout: deductive and
inductive instruction. Deductive instruction is formally teaching the rules of grammar first and
then practicing them in controlled application. It is teacher-centered and best for those
students who prefer clear explanation and direct application (LS2, s.16). For example, in
teaching the use of articles or verb conjugation, students might be told of the rule right before
performing exercises specifically targeting the rule. On the other hand, inductive teaching
involves students learning rules of grammar from context and examples. It is student-centered
and guides active learning and critical thinking, and students can learn rules through building
successful patterns (LS2, s.32). While the two methods have a place, research shows that both
are not equally effective in all contexts. In addition, (Adhikari, 2017) suggests that the
appropriate method of teaching is dependent on several factors like class size and the
proficiency level of learners. (Benitez-Correa, Gonzalez-Torres, & Vargas-Saritama, 2019) were
specialized in the comparison between deductive and inductive methods. They encourage
pedagogically eclectic practice—practice teaching which takes and develops a range of different
teaching practices in an effort to offer more integrated and holistic learning process. (LS3, s.12)
speaks of the worth of eclectic teaching grammar as an adaptive, responsive model which
utilizes a mix of methods and is responsive to learners' and setting's needs. It is not rejection of
dominant practices nor a refusal to take them up, but instead strategically builds on their
strengths. It is research-based but with some flexibility to reflect actual classroom dynamics.
Such an approach comes about due to critical decision-making on the teacher's part since they
are compelled to consider learner needs, identification with cultures, proficiency levels, and
learning resources.
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Grammar Teaching Approach & Application

My pedagogical approach to grammar instruction is based on three orientation principles of
learner need responsiveness, strategic combination of methodology, and integrating grammar
with communicative purpose. To implement this, I start by exploring learners' initial knowledge,
learning preferences, and current level of proficiency through diagnostic testing and informal
contact. I then prepare lessons that combine deductive as well as inductive methodologies with
communicative practice. For instance, when teaching comparative adjectives, I would begin
with an inductive task such as the examination of a collection of descriptive sentences ("This
ball is smaller than that one"), requesting students to identify the form and structure for
themselves. This would be followed by an explicit rule explanation, and finally a range of
practice exercises such as sentence transformation, information-gap exercises, and short
writing assignments.
This approach is context-dependent in the sense that it is accommodative enough for the
learning environment and the variation that prevails there. Students in a mixed-ability adult ESL
class have varying levels of exposure to English and varying school backgrounds. They may be
emerging from grammar-centric school systems whose main study paradigm was deductive or
through indirect exposure or immersion. To this end, I alternate between teacher instruction
and discovery lessons so that all learners have access to multiple points of entry to the material.
As an example, in teaching modal verbs of necessity (such as "must," "have to," "should"), I
would introduce a practical scenario—such as office policies or health guidelines—and ask
learners to read illustrations and discuss what the policies mean. This is the inductive stage. I
supplement this with a clear presentation of form and function, especially for students who
require structured input. Practice exercises might involve setting rules for an imaginary
workplace or giving advice to a friend using modals. To support learning retention, I combine
formative assessments such as peer feedback, grammar diaries, and short quizzes with instant
feedback that highlight areas for practice.
Technology also needs to be present in this strategy. Programs like Quizlet and Padlet can be
applied for graphic and cooperative grammar practice, whereas platforms like Edmodo or
Google Docs can be applied by students to co-negotiate texts and practice grammar correction
cooperatively. Authentic materials, such as blog posts, interviews, or short video clips, are also
utilized to represent grammar in context, engaging students to connect form and meaning in
actual contexts. These activities promote grammatical competence as well as confidence and
autonomy.
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Conclusion
In short, grammar teaching remains at the heart of language teaching, an essential ingredient in
preparing students for effective communication. But whether it is effective depends crucially on
how it is taught. An evidence-informed, context-specific, and eclectic approach provides an
effective and adaptable paradigm that acknowledges learner diversity and responds to the
realities of the classroom. This paper has outlined the theoretical background of grammar
teaching, contrasting the strengths and weaknesses of deductive and inductive approaches, and
sketched evidence supporting a balanced, flexible approach. Applying this eclectic model to a
mixed-ability adult ESL class enables instructors to focus on support, guarantee participation,
and maximize long-term retention of grammatical structures. Finally, grammar instruction
needs to be driven not by methodical but rather by an imaginative mix of tactics grounded in
scholarship and practice. Responsive teaching which is also responsive and evidence based is
significantly better—and liberating—for learners.
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References

Adhikari, K. (2017). Factors influencing the selection of teaching methods in an EFL context.
Michigan State University. Factors Influencing the Selection of Teaching Methods in an EFL
Context - ProQuest

Benitez-Correa, C., Gonzalez-Torres, P., & Vargas-Saritama, A. (2019). A Comparison between

Deductive and Inductive Approaches for Teaching EFL Grammar to High School
Students. International Journal of Instruction, 12(1), 225-236. ERIC - EJ1202153 - A Comparison
between Deductive and Inductive Approaches for Teaching EFL Grammar to High School
Students, International Journal of Instruction, 2019-Jan

Siposova, M., & Jurikova, I. (2022). SUCCESSFUL ENGLISH GRAMMAR INSTRUCTION SHOULD BE
MULTI-FACETED AND ECLECTIC. In ICERI2022 Proceedings (pp. 2250-2259). IATED. THE ECLECTIC
APPROACH IN TEACHING WRITING | Mental Enlightenment Scientific-Methodological Journal

Lecture Series 2, Slide 16 – Deductive Grammar Teaching

Lecture Series 2, Slide 32 – Inductive Grammar Teaching
Lecture Series 3, Slide 12 – Eclectic Grammar Teaching Approach

Word count: 997

Used Chat Gpt for ideas and examples in paragraph number 4&5.
Used Chat Gpt as an assistant for checking my grammar and providing some ideas.
Used paraphraser for clarity and tone.