Two particularly important strategies are inductive and deductive learning. Deductive learning is a process of adding to knowledge by working from principles to examples. When teachers provide grammatical rules or the meaning of vocabulary items, they are teaching deductively. When they involve learners in figuring out the rules and principles themselves, they are functioning inductively.
There is a place for both deductive and inductive teaching in the language classroom. The proportion of time devoted to each will depend on a variety of factors, including learners’ attitudes and cognitive styles, the teacher’s preferences, and the goals of the instructional process. I am biased towards inductive learning in my own classrooms, because I believe it forces learners to process the language more deeply, which ultimately leads to more effective learning.
In Expressions, there are ample opportunities for both deductive and inductive learning.
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