How BNCC (Base Nacional Comum Curricular) addresses the Inductive and Deductive Approaches regarding the teaching and learning of English as a Foreign Language

Abstract

The analysis carried out in this work aims to compare the main characteristics as well as some differences between the deductive and inductive approaches and some of their advantages and disadvantages regarding the teaching and learning of the grammar of English as a Foreign Language (EFL). It also analises the premises stated by the BNCC to the teaching and learning of English throughout the grades that this language is mandatory in Basic Education in Brazil. Moreover, this work intends to be a tool to help teachers regarding how to present grammar contents to their English as a Foreign Language (EFL) students. In addition, the theoretical framework of this paper is based on discussions by authors such as Thornbury (1999) and Nunan (2015) regarding the main characteristics, the pros and cons of the deductive and inductive approaches; Brown (2000) and Richards (2002) concerning some teaching methods that are based on those approaches; Rod Ellis (2002) in relation to the place of grammar teaching in foreign language curriculum; Adamson (2004) to better understand the definition of approach; and Anjos, Torres and Silva (2022) concerning some objectives presented at BNCC. Furthermore, it analyzes how the BNCC addresses the teaching of grammar contents in order to support students in the development of their communicative competence in the English language and whether this document suggests an inductive or deductive teaching of English at schools. The main question that conducts this work is how should English teachers effectively present grammar contents according to BNCC following the inductive or deductive approach to help students overcome struggles in the development of their communicative competence? Finally, the most important findings are that there is no approach more effective than the other and that the BNCC states which approach English teachers should follow, the inductive one.