EFFECTIVENESS OF DEDUCTIVE AND INDUCTIVE METHODS IN TEACHING GRAMMAR IN LANGUAGE LEARNING CLASSROOM AT ELEMENTARY LEVEL

Importance of teaching grammar has been one of the most debated topics both among language learners and language teachers. Having agreed that grammar is important, researchers and educators have been arguing over which method should be used while teaching grammar. This empirical research investigates comparative effectiveness of inductive and deductive methods in teaching grammar at elementary level. 2 groups of 15 pupils who are studying at 5th grade has been chosen to answer the research questions. The researcher used pre-test and post-test as a research instrument. The result of the study showed that there is no significant statistical difference among grammar performance of both deductive and inductive groups


INTRODUCTION
Grammar was considered to be a main aspect in language learning for a long time since the beginning of foreign language learning.In fact, knowing the grammatical structure of the language was accepted as learning a second language.According to results of his empirical study, Ellis acknowledged (2006), grammar teaching can help students enhance both their language proficiencies and accuracy, facilitate the internalization of the syntactic system of the second and foreign language, and supply the development of the fluency.In addition, grammar teaching can contribute to both acquired knowledge as well as learned knowledge.Grammar teaching was mainly conducted through deductive methods in early language learning in which students were introduced grammar rules explicitly by the teacher at the onset of the lesson.Students are provided with grammar rules, new structures.The lesson often follows the PPP model where PPP refers to presentation, practice and production that occurs in step by step sequence.Later, in the 20th century, inductive approach was driven from the reform movement according to (Brinton, Celce-Murcia and snow, 2014).Inductive grammar teaching refers to the method which comes from inductive reasoning.In the language teaching settings, inductive method is presenting examples before grammatical rules which encourages students to induce the foreign language rule based on their language usage experience.

LITERATURE REVIEW
The effectiveness of deductive and inductive methods has been investigated in empirical studies.J.G.Mallia (1024) investigated adult learners' perceptions on inductive and deductive methods.50 participants were involved in the study.Which randomly allocated into two groups of 13 and 24 students joined the second phase of the study.Pre-test was administrated on the topic of past perfect in both groups.10 days later, all 50 students were tested on the use of past perfect in the form of gap-fill exercise.The results of the study revealed that a deductive approach with terse explanations, and aided by systematic use of concrete, meaningful examples during the procedure is successful and relates to learners' expectations (J.G.Mallia.2014).Mohammad Akram Alzu'bi conducted a study in order to investigate the effectiveness of two methods in teaching grammar at university and elementary level.The sample consisted of 180 students, 80 at university level, 80 at elementary level.The design of the study consisted of pre-test in the form of grammar achievement test and relevant post-tests were conducted at the end of the treatment period.The result showed that there were significant statistical differences (a≤0.09)among the grammar performance of both groups due to inductive method (M.A.Albu'zi 2015).

What is the effect of inductive method on grammar achievement compared with deductive method at elementary level?
To what extent pupils prefer inductive method compared with deductive method?

METHODOLOGY Participants
The participants of the study are 5th grade secondary school pupils who learn English as a foreign language.Number of participants are 30 who are randomly divided into 2 groups.All participants have basic knowledge of the language which was acquired at primary education.there is no English atmosphere outside the classroom therefore, pupils have the opportunity to practice their language skills only in the classroom.

The venue of the research
The study has been conducted at public secondary school in Fergana in 2022 among 5th grade pupils who learn English as a foreign language whose language skills are above A1.The research continued for an autumn term from the beginning of September till the end of the term.

1.
Pre-test was conducted before the treatment 2.
Post-test was conducted after the treatment

RESULTS
The

Procedure
Pre-test was designed in the form of multiple-choice questions for both groups in order to check their language skills specifically their knowledge on nouns and adjectives which are going to be taught during the experiment.For 2 months pupils were taught in two different groups, the first one by inductive method, the second by deductive methods. 2 different textbooks were chosen according to the methods used.Roundup for elementary level was used for the first group, essential grammar in use for elementary level was used for the second group.At the end of the treatment period, post-test in the form of gap-fill exercises was administered.Post-test results show that pupils grammar awareness have significantly improved in the given topics, from 55 being the lowest score rising to 66 in the first group.In the second group, the minimum was the same which increased up to 70 at the end of the term.Maximum score of pupils have also increased from 71 to 86 in the 1st group and from 75 to 86 in the 2nd group.

DISCUSSION
As it can be depicted from two tables, it can be concluded that there is no significant difference in the pupils' achievement according to way of instruction.However, the second group performed slightly better scoring average 78 while the first group's average