THE USAGE OF INDUCTIVE AND DEDUCTIVE METHODS IN TEACHING GRAMMAR (IN THE EXAMPLE OF DIFFERENT LEARNER LEVELS)

Abstract

Teaching grammar remains one of the essential components of foreign language education. In recent decades, methodological debates have concentrated on the relative effectiveness of inductive and deductive approaches. This article examines the pedagogical value, advantages, limitations, and practical implementation of both methods across different learner proficiency levels. Drawing on current theoretical frameworks in applied linguistics and classroom-based observations, the study argues that the choice between inductive and deductive instruction should depend on students’ cognitive readiness, language background, needs, and learning goals. The findings suggest that a flexible, level-based integration of both approaches leads to higher learner autonomy, deeper grammatical awareness, and improved communicative competence