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Language Learning in Higher Education

Journal of the European Confederation of Language Centres in Higher Education (CercleS)

Editor-in-Chief: Szczuka-Dorna, Liliana / O’Rourke, Breffni

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2191-6128
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Students’ perceptions of deductive and inductive methods in teaching reading skills

Riitta-Liisa Valijärvi
  • Corresponding author
  • School of Slavonic and East European Studies, University College London, Gower Street, London WC1E 6BT, UK; Department of Modern Languages, Uppsala University, Box 636, SE-751 26 Uppsala.
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/ Eszter Tarsoly
Published Online: 2015-04-30 | DOI: https://doi.org/10.1515/cercles-2015-0009

Abstract

This article explores students’ perceptions of inductive and deductive methods of teaching reading in Finnish and Hungarian in a higher education setting. A guided inductive discovery method of reading involves independent work and minimum vocabulary and grammar explanation before the reading assignment is given. A deductive pre-taught method involves grammar, vocabulary and content explanation before a text is read. Structured focus group interviews revealed that the advantages of the discovery method, i.e. guided inductive reading, are that it helps to maintain curiosity, enhances memorisation, encourages independent and active learning, and prepares for real-life reading situations. The deductive pre-taught method, on the other hand, feels safe and helpful, can keep one’s confidence up, saves time and effort for other language-learning tasks, and ensures a correct understanding of the text. The interviewees wanted to be given information about which grammar to expect in advance, some felt the same way about vocabulary. They were not always aware of the difference between the two approaches. By using both methods the teacher can help to maintain motivation and cater for different student preferences. Mixing methods also reflects how we treat information in real life. There appears to be no ideal method in teaching L2 reading: both methods have their advantages and disadvantages from the students’ point of view. Explicit instruction is crucial for reading development either before or after a text is read.

Keywords: inductive method; deductive method; L2 reading; vocabulary; grammar

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About the article

Riitta-Liisa Valijärvi

Riitta-Liisa Valijärvi is a senior teaching fellow in Finnish at University College London and a lecturer in Finnish language at Uppsala University. She has taught Finnish and designed exams for the European Union and the UK Foreign and Commonwealth Office. Her research interests are language pedagogy, Uralic languages, and endangered languages.

Eszter Tarsoly

Eszter Tarsoly is a senior teaching fellow in Hungarian at University College London. She works as a language expert and examiner for the British Foreign Office and the Balassi Institute Hungarian Cultural Centre in London. Her PhD thesis explores linguistic purism and social, cultural, and language typological factors that influence speakers’ attitudes towards language. She is also interested in language contact, bilingualism, endangered languages, and translation.


Published Online: 2015-04-30

Published in Print: 2015-05-01


Citation Information: Language Learning in Higher Education, Volume 5, Issue 1, Pages 181–196, ISSN (Online) 2191-6128, ISSN (Print) 2191-611X, DOI: https://doi.org/10.1515/cercles-2015-0009.

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