I personally believe that the process of L2 acquisition is quite different from acquiring the mother tongue. As we discussed in the class, EFL students do not live in English-friendly environment and have less chances to exposure to English. People can take advantage of the grammar rules because they can save and effort identifying certain patterns by themselves.
However they often fail to use grammar rules when they face the situation to talk with native speakers. They may lose the connection between learning and applying grammar rules.
As an inductive approach, you can encourage students’ intrinsic motivation and try to shift their attentions to communicative ability. You can give them possible scenarios that communicative problems can occur due to the violation of grammar rules to increase their interest and explain the grammar rules for them.
A deductive approach seems to work better with the exceptional grammar rules, but a combination of two approaches will be the best.
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I like your idea of giving the Ss possible scenarios that could occur if there's a violation of grammar rules in order to motivate intrinsically. Great idea!
ReplyDeleteI really agree with your idea: L2 acquisition is quite different from L1 acquisition. I think Krashen's idea is idealistic because giving students "comprehensible input" is too ideal or almost impossible in EFL settings with limited time.
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