Inductive And Deductive Approaches To Grammar Teaching

This article examines the theoretical foundations and practical applications of inductive and deductive approaches to grammar teaching in English as Foreign Language (EFL) contexts. Drawing on a systematic review of foundational works in second language acquisition (SLA) and language pedagogy, the study analyzes the strengths and limitations of each approach and the conditions under which each is most effective. Key frameworks examined include Krashen's acquisition-learning distinction, Schmidt's noticing hypothesis, Long's Focus-on-Form, Celce-Murcia's decision-making model for grammar pedagogy, and Ellis's concept of principled eclecticism. The analysis concludes that neither approach is categorically superior; effective grammar teaching requires a theoretically principled integration of both, calibrated to learner needs, grammatical target features, and instructional context.