COMPARATIVE ANALYSIS OF INDUCTIVE AND DEDUCTIVE GRAMMAR TEACHING METHODS

Abstract

 This scientific article examines the inductive and deductive methods of teaching English grammar as one of the most common and methodologically significant approaches in the system of teaching a foreign language. The purpose of the research is to compare the theoretical foundations, methodological features, advantages and limitations of these methods, as well as to determine the conditions for their effective use in the modern educational environment. The article analyzes the views of domestic and foreign researchers in the field of teaching foreign languages, reveals the influence of inductive and deductive approaches on the formation of grammatical competence, cognitive activity and communicative skills of students. Special attention is paid to the role of teachers and students in the process of mastering grammatical material, as well as the possibilities of integrating these methods in a context of communicative and personality-oriented learning. The results of the research can be used in the practice of teaching English in general education schools and higher educational institutions, as well as in the system of training future teachers of a foreign language.