1.1.4. Inductive approach
An inductive approach comes from inductive reasoning stating that a reasoning
progression proceeds from particulars (that is, observations, measurements, or data) to generalities (for example, rules, laws, concepts or theories) (Felder & Henriques,
1995). In short, when we use induction, we observe a number of specific instances
and from them infer a general principle or concept.
In the case of pedagogical grammar, most experts argue that the inductive approach
can also be called rule-discovery learning.[12] It suggests that a teacher teaches grammar starting with presenting some examples of sentences. In this sense, learners understand grammatical rules from the examples. The presentation of grammatical rules can be spoken or written. Eisenstein (cited in Long & Richards, 1987) maintains that the inductive approach tries to utilize the very strong reward value of bringing order, clarity and meaning to experiences. This approach involves learners’ participating actively in their own instruction. In addition, the approach encourages a learner to develop her/his own mental set of strategies for dealing with tasks. In other words, this approach attempts to highlight grammatical rules implicitly in which the learners are encouraged to conclude the rules given by the teacher.[21, pp.6-12]
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