Thornbury (2002) has stated some of the advantages of inductive approach.
1. Rules learners discover for themselves are more likely to fit their
existing mental structures than rules they have been presented with.
2. The mental effort involved ensures a greater degree of cognitive
depth which ensures greater memorability.
3. Students are more actively involved in learning.
4. It favors pattern-recognition and problem-solving ability.
5. It is conductive to learner autonomy. (p. 54)
Also Thornbury (2002), introduced some disadvantages of inductive
1. The time and energy spent in working out rules may mislead students
into believing that rules are the objective of language learning, rather
than a means.
2. The time taken to work out a rule may be at the expense in putting
the rule to some sort of productive practice.
3. Students may hypothesize the wrong rule.
4. It can place heavy demands on teachers in planning a lesson.
5. It frustrates students who prefer simply to be told the rule. (p. 55)
According to Haight, Herron, and Cole (2007), while there is little change in
deductive approaches a lot of forms and several strategies can be noticed in
guided inductive instructional approaches. Hellon and Tomassello (as cited in
Haight et al., 2007) have introduced strategies in which teachers draw students’
attention to the structure through using some guiding questions. Also, Adair-
Hauck, Donato, and Cumo-Johanssen’s (as cited in Haight et al., 2007) proposed
PACE model in which grammar is taught through naturally inserting targeted
structures in a presentation text. It is said that PACE stands for presentation of
the structure through a story or examples, learners attention to a special form,
coconstruction phase, and extension activity.
In a research article by Haight, et al. (2007), they investigated the
effect of deductive and guided inductive approaches for teaching grammar in
College French classrooms. They used quasiexperimental design within subjects.
The results of the study showed that guided induction affects long-term learning
of grammatical structures. It also indicated that using guided inductive instruction
is so useful in teaching foreign language in the beginning levels.
Besides, Vogel, Herron, Cole, and York (2011) carried out the same study amongst
intermediate level college French classroom. They investigated the effectiveness
of guided inductive Versus a deductive approach on the learning of Grammar.
In order to assess learning of the grammatical structures and to study the
tendency of approach, a mixed-method design was used. Performances in both
states were assessed through a within-subjects design. It had a pretest, posttest
and immediate post-treatment test. In order to measure the students’ preferences
and correspondence between preferences and performance, a questionnaire was
used. But on the contrary to the previous study, the long-term findings and the
relationship between preferences and performances were not significant, but
guided inductive approach had a significantly greater effect on short term learning.
Also, the results showed that students who favor explanations of the
rules perform better with a guided inductive approach.
In another field of study carried out amongst 44college-aged participants in
two separate intermediate levels who studied Spanish, Kuder (2009) examined
the result of deductive versus inductive lesson teaching direct object pronouns.
The result showed that achievement and satisfaction level of the group exposed
to inductive approach is a bit more than the group exposed to the deductive
lesson. Of course, this difference is not statistically significant.