1. Learners are trained to be familiar with the rule discovery; this could enhance learning autonomy and self-reliance.
2. Learners’ greater degree of cognitive depth is “exploited”.
3. The learners are more active in the learning process, rather than being simply passive recipients. In this activity, they will be motivated
4. The approach involves learners’ pattern-recognition and problem solving abilities in which particular learners are interested in this challenge.
5. If the problem-solving activity is done collaboratively, learners get an opportunity for extra language practice.
Disadvantages
1. The approach is time and energy-consuming as it leads learners to have the appropriate concept of the rule
2. The concepts given implicitly may lead the learners to have the wrong concepts of the rule taught.
3. The approach can place emphasis on teachers in planning a lesson.
4. It encourages the teacher to design data or materials taught carefully and systematically
5. The approach may frustrate the learners with their personal learning style, or their past learning experience (or both) would prefer simply to be told the rule.
2. Classification of exercises for the assimilation of grammar 2.1. Recognition exercises Recognition exercises are the easiest type of exercises for pupils to perform. They observe grammar item in structures (sentence patterns) when hearing or reading. Since pupils only observe the new grammar item the situations should be natural and communicative. [18, pp. 82]The following types of exercises may be suggested.
For example: – Listen to the sentences and clap whenever you hear the verbs in the Past Simple Tense. Mike lives in Pushkin Street. I lived there last year. Ann gets up at 7 o’clock in the morning. She got up at half past seven yesterday, etc. It is desirable that sentences formed should concern real situations and facts. Pupils listen to the teacher and claps when they hear a verb in the Past Simple. The teacher can see whether each of his pupils has grasped the sentence.
– Read the sentences and choose the correct form of the verb. The following sentences may be suggested:
a. I (go, went) to school yesterday.
b. Tom (takes, took) a bus when he goes to school.
c. She (got, gets, gets) up at 7 o’ clock every day.
Pupils should read the sentences and find the signals for the correct choice of the form. Since the necessary form is suggested in each sentence they should only recognize the one they need for a given context.
Recognition exercises are indispensable as pupils retain the grammar material through
auditory and visual perception. Auditory and visual memory is at work [18, pp. 85].
2.2. Drill exercises Drill exercises are more completed as they require reproduction on the part of the pupils. In learning a foreign language drill exercises are indispensable. The learners cannot assimilate the material if they only hear and see it. They must reproduce it both in outer and inner speech. The more often they say it the better they assimilate the material. Though drill exercises are those in which pupils have only one difficulty to overcome, they should also be graded [19, 62].
A. Repetitive drill.Pupils pronounce the sentence pattern after the teacher, in imitation of the teacher, both individually and in unison. For example: Teacher: They are dancing in the park.
Class: They are dancing in the park.
Individuals: They are dancing in the park.
