An analysis of word order errors by second language learners



[Name of the Institute]

LITERATURE REVIEW

Deductive Vs. Inductive Teaching Approach

Issues pertinent to word order errors are often approached by either following the deductive or inductive approaches. Over the years, second language instructors have researched the paradigm of English language instruction and have recommended suitable ways to counter the issue. A close analysis reveals that most experts agree that the best way to teach language to students is to follow the pedagogical practices in language learning (Arteaga, Herschensohn, 2003; Q Gess, 2003; Ask, 2005; Ellis, 1990; Larsen-Freeman, 2003; Lee Q Valdman, 2000; Lightbown, 1998; Lightbown & Spada, 1990; Long, 1983; Spada Q Lightbown, 1993; VanPatten, 1996).

According to Larsen & Freeman (2000) and Richards & Rodgers (2002), word order errors require language learners to learn the basics of grammar, rules, sentence structure and vocabulary of the given language. The prospects of grammar are often taught deductively i.e. the learners are explained the rules and basics of the grammar and are asked to memorize them. Improvement in word order errors often takes time and requires regular practice (Larsen & Freeman, 2000; Richards & Rodgers, 2002).

This debate as to which instruction approach is the most effective in teaching word order errors to second language learners continues to be debated. With advancements in teaching methods and communication, the avenue of language instruction has developed and instructors tend to use improvised methods. Most commonly, a mixture of deductive and inductive approach is followed by instructors to instil the true concepts of grammar and sentence structure (Tomasello, 2003).

One of the most commonly asked yet unanswered questions tends to be the level of effectiveness of the instruction methods applied. Researchers tend to have a consensus over using a mixed bag approach to teaching word order errors and grammar to second language learners (Johanssen, 2005). The preference as to whether the students should be taught to pay attention to the orthodox rules before developing a familiarity with the structural forms tends to form the “deductive approach” (Prince & Felder, 2006). On the other hand, the instruction of grammar by an application of functional practice sessions before introducing them to the basic principles forms the “inductive approach” (Felder et. al, 2006).

The concepts of deductive and inductive approaches to teaching word order errors and grammar vary depending on the level of students, the format of the course and the intended learning outcomes of the instruction (Adair-Hauck, Donato, & Cumo-Johanssen, 2005; Larsen-Freeman, 2003;). If we analyse the current scenario, a vast amount of theoretical literature exists on both deductive and inductive approaches to teaching second language learners and instructors seem to follow a specified method based on the learning outcomes and goals of the intended teaching (Robinson, 2001).

1.1 Deductive Teaching Approach

The deduction is a process of discovery for students and the disclosure process for teachers. It is the process which goes from general ideas to specific information through analysis and evaluation (Long, 2001). While students learn each lesson, they learn to ...