Guided Discovery for Language Instruction
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This document provides a framework for using guided discovery to teach language. It begins by defining deductive and inductive instruction and explaining how guided discovery incorporates elements of both. The framework involves 4 steps: 1) exposing students to language examples, 2) having students observe and analyze the language, 3) stating the language rule, and 4) applying the rule in practice tasks of increasing difficulty. Guided discovery encourages active learning and problem-solving. It can be used to teach various language concepts effectively at all levels when following this 4-step process.
Guided Discovery for Language Instruction
- 1. ENGLISH Common Guided Discovery for Language Instruction: A Framework for Implementation at all Levels Vicky Saumell M aria Victoria Saumell holds a degree in Literary and Technical Translation and a Diploma, with Distinction, in the Theory and Methodology of TESOL. She is co-author of “Preparation for the Teaching Knowledge Test (TKT),” a module of the online multimedia teacher-training program, Teacher Development Interactive. In addition, she is author of Meeting Point, a teacher’s guide to digital tools, as well as author of, and tutor for, New Learning Environments, an online teacher-training course for the Masters in ELT program at Universidad de la Sabana in Colombia. Ms. Saumell has taught English in private schools for the past twenty years and is currently Overall Coordinator of the EFL department at Instituto Francisco de Asis in Buenos Aires, Argentina. She is a frequent presenter at professional development conferences and is an expert on the integration of ICT for language learning. N ew language can be introduced in different ways, and there has been a long standing debate on how to do it best. Most approaches fall within the deductive / inductive classification. Guided Discovery takes the best from both in a way that makes it work for a variety of settings and contexts, and as a tool to introduce different aspects of language at all levels. The purpose of this article is to provide theoretical background and a practical 4-step framework for implementation of Guided Discovery.
- 2. Clarifying concepts: Guided Discovery Deductive vs. Inductive In between these two approaches lies Deductive and inductive approaches derive from “People are generally “Guided Discovery”, deductive and inductive reasoning. Deductive better persuaded by which combines reasoning applies a general rule to particular the reasons which the best from each. instances as opposed to inductive reasoning, they have themselves Guided Discovery is which involves inference from the particular to the discovered than by a modified inductive general. Thus, language learning is deductive when those which have approach in which teachers explicitly present the rule, which come in to the mind of there is exposure to is later applied by students in practice tasks. language first, followed others.” Blaise Pascal In inductive language learning, however, the rules by the use of inference, are worked out from exposure to the language and finally an explicit in use. In other words, deductive indicates explicit focus on rules and practice. There are cognitive, presentation of rules, while inductive relates to linguistic, and social benefits to this approach. implicit learning of rules. Both approaches have Here are some of them: advantages and disadvantages and stand as opposing extremes in a language instruction continuum. Here Cognitive benefits are a few concepts associated with these. encourages analytic learning. It exploits learners’ cognitive skills. It Deductive Inductive It improves critical thinking skills. General to particular Particular to general It involves students in problem-solving tasks. Explicit Implicit helps learners become aware of and articulate It Rules first Exposure to language first their mental processes. Rule-driven learning Rule-discovery learning Learners participate actively in the learning process. Cognitive Associative Learners understand and remember better Conscious Subconscious what they have worked out for themselves. Application of rules Problem-solving Linguistic benefits Teacher-centered Learner-centered resembles natural language learning/ language It Dependent on the teacher Autonomous acquisition. Passive reception Active participation done in groups, it provides extra language If practice. Social benefits Some of the disadvantages of a deductive approach increases student participation and fosters It are that it can be too controlled and is associated collaboration. with a teacher-fronted, transmission-style empowers learners thus enhancing autonomy It classroom. It may also put off analytical learners and self-reliance. who enjoy being involved in the process. is motivating for learners who enjoy the It hands-on approach. Some drawbacks of an inductive approach are that it is time-consuming and energy-consuming, Guided Discovery addresses some of the drawbacks and it may lead to misunderstanding of the rule associated with both deductive and inductive or reaching a wrong conclusion. It demands instruction as it is essentially learner-centered. The more lesson planning as well as carefully and teacher becomes a facilitator, who guides learners in systematically designed data and materials. It may the right direction so as to avoid misunderstandings of also be frustrating for learners with a less analytical the rules. It makes learning memorable since learners learning style. are actively involved in the process. It is meaningful because it involves the learners` own reasoning.
- 3. What can be taught with This first step allows learners to activate their personal learning strategies in order to understand the language. Guided Discovery techniques? For example, a lesson for beginners focusing on the use of the articles a vs. an might approach Step 1 like Although guided discovery is generally associated this. Learners are shown a list of occupations like the with grammatical rules, it really lends itself to a ones below and are invited to match the occupations variety of concepts and aspects of language ranging with their pictures. At this point the teacher might from grammatical form and usage to pronunciation, simply call learners’ attention to the fact that spelling and lexis. It is, however, important to make there are two different articles (a and an) which sure that the rules we present fulfill the following introduce each occupation. guidelines, as outlined by Michael Swan (cited in Thornbury, 1999, p. 32) 1. The rules should be true; a nurse an assistant an artist an electrician 2. he rules should show clearly what limits are on T a dentist a student the use of a given form; an engineer a journalist 3. The rules need to be clear; a teacher a lawyer 4. The rules ought to be simple; an architect 5. he rules need to make use of concepts already T familiar to the learners; and 6. The rules ought to be relevant. Step 2: Observation and analysis of the language through guided questions An easy step by step The teacher guides the observation and analysis of methodological framework the language by drawing attention to the significant points he or she wants to present. This can be Guided Discovery can be easily implemented with done through questions, by completing gaps in any class, at any level, by following these four steps. sentences or rules or by matching examples and rules. Learners’ cognitive potential is put into play Step 1: Exposure to language through examples as they cooperate, analyze, hypothesize, compare, or illustrations and construct and generate knowledge. Taking The teacher exposes students to the language part in the learning process empowers them. through illustrations, examples or a combination This scaffolding step is essential to avoid learners of both. The examples can be in the form of reaching a wrong conclusion or misunderstanding isolated sentences, although it is always more the rule. effective if the language is presented in context. In the example mentioned above, the teacher Contextualization of the language makes grammar might ask beginning students to think about what relevant and alive and can be done through a is different about the occupations following a from reading or listening text, illustrations or photos, or those following an. Learners could be invited to real life situations and topics. Context also helps to rewrite the words in two separate lists under one facilitate understanding. column for a and another column for an. A further step could be to ask learners to circle the first letter of each occupation and to think about what “Guided discovery really lends itself the occupation words have in common within to a variety of concepts and aspects of each column. language ranging from grammatical form and usage to pronunciation, spelling and lexis.”
- 4. Step 3: Statement of the rule To apply the newly learned rules in free practice, learners could engage in natural communication The teacher uses the information from step 2 to activities like this one. state, or gets the learners to state, the rule in order to make sure that all learners understand it. Learners construct their new knowledge based on Group work: uess other students` jobs. Use G their own insights from their observations in the a dictionary. previous step. Ex: Are you a taxi driver? For example, after having analyzed the occupations No, I`m not a taxi driver. using a and an, learners can be asked to complete the rules as follows: Look at the jobs in Ex 1. Complete the rules with a or Applying Guided Discovery in higher levels an. Different learning styles can also be activated by applying Guided Discovery to a variety of language 1. se U before vowel sounds, such as texts ranging from captioned illustrations to reading /a/,/e/, and /i/. texts to listening activities. In addition, as learners She`s artist. advance in level, they might be asked to observe language in more substantial contexts. At the 2. se U before consonant sounds, such intermediate level, a lesson on the uses of future tenses as /b/,/d/, and /f/. might engage learners in the following listening activity. She`s lawyer. Learners first observe the structures in context, but focus on what they are hearing. Step 4: Application of the rule in practice tasks Listen to the Miller and Costa families talk graded by difficulty or complexity about their plans for a home exchange. Circle the correct alternatives. This step aims at putting the language in practice. The teacher assigns tasks from more controlled 1. `ll / `re going to see the old churches and We (matching, filling the blanks, close-ended questions) historic buildings. to more communicative and meaningful (open- ended questions for discussion, role-playing, writing 2. David and I love Brazilian food, so we will / are tasks, etc). The difficulty and complexity of the going to try all the local dishes like churrasco tasks is usually graded from receptive to productive and feijoada. skills, that is, from identifying or understanding to producing. 3. really hope this `ll be / is being the vacation of a I lifetime for us. For example, learners who have just come up with the rules governing the use of a and an could then 4. will spend / are We apply the rules in a controlled practice activity such spending more than a month in Toronto. We`ve as this one. never been there before. Write a or an 5. sure you`ll love / `re loving it. I`m 1. aunt 4. country 2. uncle 5. answer 6. And I `m going to / `m doing do lots of shopping. 3. number 6. famiy 7. h, there are some wonderful shopping areas in O Toronto. I`ll give / am giving you the address of a
- 5. For Steps 2 and 3, learners then analyze the correct References answers for the activity and try to construct the rules. This could be achieved through an activity like Al-Kharrat, M. (2000). Deductive Inductive this one. Lessons for Saudi EFL Freshmen Students, The Internet TESL Journal, 6/10 Match sentences 1-7 in previous exercise Chan, P. (2010). Empowering Students to Self-learn, to the rules (a-d) below. Use the present ELT World Online: Voices from the Classroom, 2 continuous, be going to or will to talk about future plans. Gollin, J. (1998). Deductive vs. Inductive language learning, ELT Journal, 52/1, 88-89 a.Use be going to to talk about Handoyo Puji Widodo (2006). Approaches and something you’ve decided to do. Plans procedures for teaching grammar, English Teaching: can be general. Practice and Critique, 5/1, 122-141 b.Use will for a decision made at the Thornbury, S. (1999). How to Teach Grammar. time of speaking, or an offer. Harlow, England: Pearson Education Limited c.Use the present continuous to talk about arrangements (plans that you www.pearsonELT.com/EnglishInCommon have already organized, and for which you have arranged the dates). d.Use either will be or going to for predictions. Step 4 then would proceed with both controlled and free opportunities to apply the newly learned rules. Summary Guided Discovery is aligned with more modern language learning theories that advocate student participation and the development of critical thinking skills and autonomy. It relates to analytic learning and problem solving. It helps learners engage in the learning process and thus make personal connections that anchor their learning. It is a learner-centered approach that increases participation and fosters collaboration. It empowers learners towards assuming responsibility for their own learning and becoming more autonomous. It is therefore a valid and useful way of approaching language instruction at all levels of language ability.