Çocuklara Dilbilgisi Öğretiminde Tümdengelim ve Tümevarım Yaklaşımları: İngilizce Öğretmen Adaylarının Gözünden

Abstract

How grammar should be taught is a topic that has been explored in a plethora of studies as well as the one concerning the weight attached to grammar teaching and learning by teachers and students in foreign/second language teaching programs. This qualitative study aims to add to the literature on grammar teaching by unlocking pre-service English teachers’ views on the use of deductive and inductive teaching in teaching grammar to young learners. The findings obtained from the inductive content analysis of the data gathered from qualitative surveys indicated that the pre-service English teachers favoured inductive grammar teaching over deductive grammar teaching in young learners’ classes due to their belief in permanent grammar learning enabled by the facilitative power of inductive grammar teaching. In addition, the findings based on one-on-one semi-structured interviews revealed that the participants’ prior grammar learning experiences had an overwhelming influence on their preference for inductive grammar teaching in teaching grammar to young learners. In view of the likelihood of the influence of pre-service English teachers’ perceptions of deductive and inductive grammar teaching on their prospective teaching practices, the findings in this current research could be thought-provoking for pre-service English teacher educators and prompt them to investigate the viewpoints of the pre-service teachers they train on deductive and inductive grammar teaching.