Abstract:

The basic typology of teaching a foreign language is focused upon two approaches: deductive and inductive ones. The deductive approach involves the use of traditional teaching methods; the inductive approach refers to more advanced technologies and practices.

The deductive approach comprises the PPP method – Presentation, Practice, Production, a three-stage model of learning that involves the study of specific structures and rules, their subsequent implementation and, finally, actual verbal communication. The teaching/learning process has a fairly rigid structure and strictly controlled by the teacher.

The inductive approach represents a more sophisticated teaching style, with an emphasis on such techniques as ESA (Engage, Study, Activate), OHE (Observe, Hypothesize, Experiment), EEE (Explore, Explain, Express), TBL (Task-Based Learning), the purpose of which is the involvement of students in communicative activities based on real language context.

The inductive method of «controlled / guided discovery» («Guided-Discovery Learning») is the innovative one in teaching a foreign language. This method is also called as the «method of scaffolding» and is based on instructional techniques to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. The term itself offers the relevant descriptive metaphor: teachers provide successive levels of temporary support that help students reach higher levels of comprehension and skill acquisition that they would not be able to achieve without assistance.

The essence of this method is special cognitive or problem-solving assignments followed by teacher’s instructions to guide learners to discover new knowledge relying on their available experience. This teacher’s guidance and support can be expressed in various forms, for example, an educational flowchart, a mental map, «Socratic Talk», recommendations, etc.

Education through guided discovery implies active involvement of students in the process of analytical study by observation, comparison, information processing, formulating a hypothesis, prediction and all this activity is based on dynamic interaction between learners.
The form of the method may vary according to the goals and objectives of the study: the study of certain aspects of the language, grammar or vocabulary in the form of business games, brainstorming, simulation, webquests, etc.

In each of these cases, students are required to perform certain tasks, either individually or in groups. Upon completion the student is recommended to evaluate the process in terms of SWOT analysis: strengths and weaknesses in the process of solving problems, possible obstacles, and evident advantages. Is it possible to repeat the success and avoid certain failure? The findings are used to carry out further tasks. The role of the teacher is to provide real context and give clear specific instructions.

The guided discovery method has a number of advantages: cognitive benefits, linguistic benefits, social benefits.

In general, guided discovery allows students to increase their understanding of linguistic phenomena, to use properly lexical units and grammar structures in appropriate context.

Keywords:

Deductive approach, inductive approach, guided discovery method, teacher’s support.