Inductive and contextual approaches to English Grammar Teaching

This paper highlights that, for the acquisition of the second language, a learner requires to internalize grammar, for that it, essentially, should be taught in inductive and contextual approaches. However, in Bangladesh, English grammar is taught separately and deductively through rules memorization. Due to learning grammar in the deductive approach, a learner merely develops a receptive skill rather than the productive one. On the other hand, the inductive approach is a rule discovery, self-directed, learner centered and bottom-up teaching in which the new grammatical items are presented to learners in carefully selected intelligible linguistic data, in the context, illustrating the use of the particular grammatical point. Through this controlled and freer practice, on the basis of the model, learners try to arrive at some generalizations which assist them to recognize the underlying regularities in the data and to formulate their own explanation of the rules governing the material presented. The paper also focuses on some lesson plans and classroom activities to show how the teachers can help the students to use the productive skills by generalizing the grammatical rules. For the study, the present paper will collect primary data from some of the renowned private universities of Bangladesh. The paper will obtain secondary data as well, that is already collected by some researchers, passed through the statistical process and published in various publications and newspapers.