CONSIDERATIONS OF USING THE DEDUCTIVE METHOD IN TEACHING GRAMMAR

Abstrak

In the practice of teaching foreign languages, the deductive method of teaching grammar has long been one of the leading approaches. This method involves the direct and consistent presentation of grammatical rules by the teacher, followed by their mastery by students through exercises aimed at consolidating them. This approach has been assessed as highly effective, especially in traditional and teacher-centered educational systems. Nevertheless, the possibilities of the deductive method are increasingly being reconsidered in the context of modern language teaching theories and communicative methodologies. It is noted in the scientific literature that this approach encourages students to rely mainly on rules, does not sufficiently stimulate their cognitive activity and the ability to draw independent conclusions. In addition, the deductive approach leads to the study of language units in isolation from real communicative situations, which can create certain limitations in the development of students' practical speech skills. This article analyzes the theoretical and practical shortcomings of the use of the deductive method in grammar education based on cognitive, psychological and pedagogical approaches. The results of the study show that the deductive method has limited pedagogical potential in increasing students' activity and internal motivation in the learning process, as well as in the formation of their communicative competence.