cwcaro wrote:Also, in my project, I have tried out the inductive approach. This was actually new to me. I gave students many examples of the target grammar feature of conditional, and guided them to find out the grammar rules without explicit explanation for them. Students’ feeling for this approach was mixed. While some of them felt it was interesting, some of them preferred more explicit explanation of grammar rules. Could you also give me some advice about this approach?
Practice, that is what our students need when we, ESL instructors, are talking about how to develop their fluency in English.
I agree that the inductive approach you used helped you students to gain practical knowledge of grammar directly from their own experience. Such approach must have also helped them to understand in which real-life situations they might apply this kind of knowledge. That is for sure one of the advantages of this approach.
On the other hand, you mentioned that some of your students needed more explicit explanation of grammar rules. Why do not give them additional home grammar exercises with the appropriate grammatical theory included and then discussed it online.
Teaching my students English Grammar, I often use the following schema:In Class
1 – Oral practice of a number of grammar constructions. Rules are not explained. Situations, in which these grammar constructions are used, on the contrary, are well-explained and described.
2 – Small group performance of a short sketch that contains the same grammar.
3 - Discussion about the nature of grammar constructions just used. At home
4 – Grammatical theory to be read and appropriate grammar exercises to be done.
5 – Online discussion if needed in order to gain more understanding.
Here is an example of a short sketch that was performed by my ESL students in order to train such grammar issues as Simple Past, Habits and Present Tenses, Would You Like, Be Going TO, and Can: