Explicit AND Student-centered grammar instruction By Catherine Kelley

2 common dichotomies in grammar instruction: 1. explicit vs. implicit 2. deductive vs. inductive

Explicit vs. implicit pertains to whether or not rules are provided Explicit grammar instruction involves explanation of rules and metalinguistic feedback. It focuses mostly on form and correct usage (but does not necessarily exclude context and meaning). Implicit grammar instruction does not provide rules or focus on form. Implicit lessons focus primarily on context and meaning.

Deductive vs. inductive pertains to the sequencing of the lesson Deductive—rules come first A deductive approach is top-down, moving from general rules to specific language examples. Understanding and use are then honed with exercises and activities. Inductive—concrete language examples come first An inductive approach is bottom-up, moving from concrete language examples to general rules It involves learners detecting, or noticing patterns.

Combinations of approaches Explicit Implicit Deductive Explicit-deductive n/a Inductive Explicit-inductive Implicit-inductive

The explicit-deductive approach in the past Historically, grammar was taught using memorization of grammatical rules and translation between the native language and target language. Such lessons included much decontextualized language and were often teacher-fronted. This approach taught students “about” the language but did not enable them to communicate spontaneously in it.

The Pendulum Effect HOWEVER . . . The stereotypically boring, dry grammar lessons of old gave way a new approach: implicit-inductive The pendulum swung the other direction and grammar rules were virtually done away with Benefits: The inductive approach made grammar lessons more student- focused Lessons became more contextualized, with a focus on meaning rather than rules. HOWEVER . . .

Children Children’s brains are more elastic and sponge-like than adults’. Children often learn easily through simple exposure to the target language. Adults Adults have greater cognitive development and can progress faster by understanding rules and form.

Possibilities . . . ? 2 ideas to use in the classroom

1. Combine an explicit approach with inductive sequence Begin lesson with concrete examples of language. Bring students’ attention to the language through guiding questions. Help students formulate rules about the grammatical structures.

2. Use a student-centered version of an Explicit-deductive lesson: Jigsaw activity

Simplified Grammar Jigsaw 1. Divide class into an even number of Expert Groups. (Two groups in a class of about ten, four in a larger class). Give half of the groups one set of grammatical rules and language examples, and the other half a different set. 2. Ask groups to read the rules and examples they have been given and then talk about them and try to understand them. After students have struggled on their own for a while, teacher visits groups and answers questions that arise and clarifies anything students don’t understand. 3. Groups discuss how they would teach someone else. Teacher can give ideas, such as writing the rules on part of the whiteboard to provide visuals and the importance of eliciting examples from learners to make sure they understand. 4. Half of each group then joins with half of another group to form Learning Groups and they teach each other what they learned.

To recap: Explicit grammar instruction can be very helpful, especially to adult learners. When combined with an inductive sequence, students discover the rules actively with the teacher’s guidance. If combined with a deductive sequence, the lesson can be made student-centered by providing students with rules and letting them teach themselves and each other.

Thank you for listening and participating Sources: sources: https://www.eltresearchbites.com/201705-what-is-more-effective- explicit-or-implicit-grammar-instruction/ https://www.researchgate.net/publication/272087777_The_Neglected_Comb ination_A_Case_for_Explicit- Inductive_Instruction_in_Teaching_Pragmatics_in_ESL