摘要：This study had the purpose of testing two methods for teaching grammar in
English as a Foreign Language (EFL) class: the deductive and inductive
approaches in terms of effectiveness and rapport. This research was conducted in a
public high school in Ecuador. Seventy students enrolled in the second year of
senior high school participated. One in-service teacher taught the EFL classes
during the process of intervention (10 weeks), and two EFL teachers observed all
of these classes and recorded the information by filling in observation sheets. The
students were administered grammar pre-tests and post-tests in order to assess their
grammar knowledge. The results of the tests showed a significant difference in the
scores in favor of the inductive approach. After the statistical analysis of the data
obtained from the tests and observation sheets, we concluded that the inductive
approach is more effective for teaching grammar in the EFL classroom in terms of
instruction and rapport.
