Deductive vs. inductive language learning

Abstract

In this issue, the ELT Journal introduces a new feature for its readership: a glossary, in encyclopedic form, of key concepts in the field of English language teaching. The aim of this feature is to assist readers to develop an appreciation of central ideas in ELT and to approach the content of articles from a perspective informed by current debate on aspects of theory and practice. Learner training During the 1970s, methodological trends in ELT moved towards a perspective of adult learners as capable of self-direction, able to plan and organize their own learning, and able to proceed in language learning with the kind of self-reliance they develop in other areas of their lives. Knowles (1975), for example, claimed that: there is convincing evidence that people who take the initiative in learning (pro-active learners) learn more things and learn better than do people who sit at the feet of teachers, passively waiting to be taught (reactive learners).