IJESC, May 2021 27925 http:// ijesc.org/ ISSN 2321 3361 © 2021 IJESC The Effect of using Inductive and Deductive Approacheson Students’ Achievement in Teaching English Grammar M. Farwis 1 , M. B. Nowzath 2 , A. S. SatheelaSanfara 3 Head 1, 2 , HNDE Student 3 Department of Accountancy 1 , Department of English 2, 3 Advanced Technological Institute –Sammanthurai, Sri Lanka Institute of Advanced Technological Education, Sri Lanka Abstract: This study aims to investigate the effect of using inductive and deductive approaches on SLIATE students’ achievement in teaching English grammar. This study also intends to describe the students’ achievement towards inductive or deductive teaching approaches.This study was a queasy experimental study which compares the effectiveness of inductive and deductive approaches in teaching grammar.The sample of the study is 50 students in Sri Lanka Institute of Advanced Technological Education (SLIATE). The students consist of two group and each group comprises 25 students. The findings indicate that deductive teaching approach is more effective than inductive approach when used to teach grammar. The result of the questions indicates that students like deductive approach and they are satisfied taught using deductive approach. And the study revealed that there were significant statistical differences at ( ≤ 0.05) among the grammar performance means of both groups due to deductive method. Keywords: inductive approach, deductive approach, present perfect tense, academic achievement. 01. INTRODUCTION Over the years the role of grammar has been one of the most controversial issues in the field of second and foreign language teaching. Nowadays, grammar has gained a prominent position in the second and foreign language classroom. The controversy over methods of teaching grammar has developed in the recent past, but the question remains as to the relative effectiveness of different method. Grammar is considered to be the most important part in learning foreign language. Without a good knowledge of grammar, learners’ language development will be severely constrained” (Limiris & Prijimabodo, 2013). Teaching grammar plays a central role in every English Foreign Language (EFL) teacher's classroom and has been the focus of language teachers and learners for many years. Some people perceive it as essential to teach any foreign language whereas others view it as an impediment to Second Language Acquisition (SLA). Through his empirical study, (Ellis, 2006) concluded that grammar teaching can help students to enhance both their language proficiencies and accuracy, facilitate the internalization of the syntactic system of the second and foreign language, and supply the development of fluency. Although grammar is given importance in the classroom teaching in Sri Lankan universities and schools, its rules are taught in isolation and sufficient practice is not given in the use of different aspects of grammar in reading, writing, speaking and listening. Also, functional grammar is not taught and practiced in the class room. More importance is given to the teaching of English textbook and grammar is taught without adopting suitable method, e.g. inductive method or deductive one. This problem of teaching English grammar can be solved by changing our teaching methods and by using different techniques of teaching.For instance, adopting the inductive method (Socratic, rule-discovery, bottom-up) of teaching English grammar or deductive method (rule-driven, top-down). Inductive method is based on group work activities and giving generalizations and examples firstly. (Richards et al, 1985) claimed that learners are not taught rules directly, but are left to discover - or induce - rules from their experience of using the language. On the other hand, in deductive method, the rules of grammar are dictated to the students and then particular examples are given. Also, sufficient practice is not provided in the use of different aspects of grammar. The inductive approach, instead of basing on a teacher-fronted transmission-style classroom, is student- centered and allows learners to become deeply involved in the language they are studying and offers potential for reflection. In the process of experiential learning (learning-and-doing) the students feel more important less passive, and do not get bored so easily during the lesson. Therefore, the inductive technique can render great service to teachers who have problems in keeping their students disciplined, concentrated and occupied, as it partly obviates these problems. Knowing that they can work out the rules from examples by themselves greatly increases learners’ motivation, makes them attentive, more actively involved in and confident and enthusiastic about the learning process rather than simply passive recipients, and at the same time contributes to its effectiveness. This study is undertaken to see whether the inductive or deductive models in teaching English grammar has a positive effect on the academic achievement of the SLIATE students. So, the need is to find the effectiveness of teaching English grammar by using deductive model and inductive model.English grammar teaching is a big challenge to both, the teacher and the students. To teach English grammar, the teacher follows different methods in order to meet the students’ needs, levels and abilities. And these different methods affect negatively or positively the students’ achievement level, especially in grammar and in learning English generally. Also, that will affect on the students’ attitudes toward learning English as a foreign language. As teachers-participants in the teaching process, the researchers need to know the effectiveness of using the inductive and deductive methods on students’ achievement in grammar and their attitudes. This problem of teaching of English grammar can be solved by changing our Research Article Volume 11 Issue No.05