The Inductive-Deductive Controversy Revisited

• Published in: The Modern language journal (Boulder, Colo.) Colo.), 1979-03, Vol.63 (3), p.98-105
• Main Author: Fischer, Robert A.
• Format: Article
• Language: English
• Subjects: Baroque literature; English language learners; Language; Language acquisition; Native languages; Nonnative languages; Second language learning; Sentences; Transfer of training
• ISSN: 0026-7902; 1540-4781
• DOI: 10.1111/j.1540-4781.1979.tb02433.x

Principles of contrastive analysis can help determine when to use a deductive (explanation of a grammatical principle precedes its application) vs inductive (the student discovers the grammatical principle for himself) approach in foreign-lang instruction. Using contrastive analysis within a learning transfer theory, it is determined that comparison between a foreign language rule & a native language rule is advisable when: (1) the two rules are similar, & (2) when the foreign language rule is dissimilar but simpler than the native language rule; it is not advisable when (3) the foreign language rule is dissimilar, equal in complexity, or more complex than the native language rule. For (1) & (2) an inductive approach can be used in which comparison is made with the native language structure to encourage positive transfer. For (3), the deductive approach is used in which no reference is made to the native language structure (to discourage negative transfer). Each case is illustrated by examples concerning the acquisition of French syntax by a speaker of American Eng. The learning transfer principle is most effective at the elementary level of lang instruction, since, at this level, transfer phenomena from the native lang are the most prevalent. 2 Figures. A. Sbragia