1. Guided Discovery
for Language Instruction:
A Framework for
Implementation at all Levels
Vicky Saumell
2. Scenarios Classroom 2
Classroom 1
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Retrieved from http://www.flickr.com/photos/chicago2016/3277193678 and http://www.flickr.com/photos/eltpics/5285506260
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3. Implications
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4. Drawbacks
Deductive Inductive
• lack of fun, interest and motivation
• time and energy-consuming
• lack of meaning, memorability
• misunderstanding of the rule
• control
• lesson planning and materials
• teacher-centered
• certain learning styles
• certain learning styles
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5. Guided Discovery
a modified inductive approach
in which there is
• exposure to language first,
• inference,
• explicit focus on rules
• and practice.
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6. Uses • grammatical form,
• usage,
• pronunciation,
• spelling
• lexis.
Important
Make sure that the rules we present fulfill the following guidelines
1. The rules should be true;
2. The rules should show clearly what limits are on the use of a given form;
3. The rules need to be clear;
4. The rules ought to be simple;
5. The rules needs to make use of concepts already familiar to the learners;
6. The rules ought to be relevant.
as outlined by Michael Swan (cited in Thornbury, 1999, p. 32)
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7. Benefits
Cognitive and linguistic benefits
• Mental involvement
• More thorough learning
• Personal connection
• Similar to natural language learning/acquisition
• Problem solving
• Cognitive and Critical thinking skills
• Articulation of mental processes
• Active participation
• Extra language practice
Martin Sharman http://www.flickr.com/photos/sharman/4935276033/
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8. Benefits
Social benefits
• Motivation
• Student participation
• Learning autonomy
• Collaboration
• Learner empowerment
• New-found knowledge ownership
• Proactivity
• Hands-on approach
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9. Benefits
Guided Discovery
Learning is
memorable
It is learner-centered and
meaningful
The teacher becomes a facilitator
It comes from learners’ own reasoning
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10. A step by step methodological framework
Step 1: Exposure to language
through examples or illustrations
• Isolated sentences
• Sentences in context
• Illustrations or photos
• Reading or listening
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11. A step by step methodological framework
Step 2: Observation and analysis of the language
through guided questions
• through questions,
• by completing gaps in sentences or rules
• or by matching examples and rules
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12. A step by step methodological framework
Step 3: Statement of the rule
• construction of new knowledge
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13. A step by step methodological framework
Step 4: Application of the rule in practice tasks
graded by difficulty or complexity
• controlled practice
• freer practice
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14. Further examples at Intermediate/ B1+ level
Step 1: Steps 2 and 3:
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15. Step 4:
• controlled practice • freer practice
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16. Further examples at Beginner/ A1 level
Step 1: Step 3:
Step 4:
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17. Further examples
What if my book
is designed after Switch the order of the tasks
a more
traditional 1. Present examples on the board first
approach? or ask students to find examples
from reading texts
2. Ask questions orally to highlight the
main concepts involved
3. Use the explanation in the book
4. Do the practice task
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18. Guided Discovery
• more modern language learning theories
• student participation
• development of critical thinking skills and autonomy
• analytic learning and problem solving
• engagement in the learning process
• personal connections to anchor their learning
• learner-centered approach
• participation and collaboration
• responsibility for their own learning
A valid and useful way of approaching language instruction
at all levels of language ability
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19. Thank you
My contact details
E-mail: saumell.vicky@gmail.com
Website: http://vickysaumell.blogspot.com/
Twitter: vickysaumell
References:
• Al-Kharrat, M. (2000). Deductive & Inductive Lessons for Saudi EFL Freshmen Students, The Internet
TESL Journal, 6/10
• Chan, P. (2010). Empowering Students to Self-learn, ELT World Online: Voices from the Classroom, 2
• Gollin, J. (1998). Deductive vs. Inductive language learning, ELT Journal, 52/1, 88-89
• Handoyo Puji Widodo, (2006). Approaches and procedures for teaching grammar, English Teaching:
Practice and Critique, 5/1, 122-141
• Thornbury, S. (1999). How to Teach Grammar. Harlow, England: Pearson Education Limited
