GRAMMAR can either be taught explicitly or implicitly. When we talk about an explicit approach, we are talking about stating directly what the grammar is at the beginning of a particular activity. For example, "Today we are looking at ..." An implicit approach is one where the students are "led" to the grammar through a series of steps this is what is meant by the "discovery technique". Adrian Tennant, a teacher trainer in Nottingham, UK, introduces the "discovery technique" and examines how the approach is used in grammar teaching.
Tennant believes that the "discovery technique" leads students towards a generalized grammar rule or pattern. This approach is not the same as task-based learning. Task-based learning is one form of "discovery technique" but not the only way. In task-based learning the focus is on carrying out communicative tasks without specific focus on form. However, it is possible in the "discovery technique" to be predominantly concerned with the form. The idea is that students will "discover" the grammar through a series of steps (these might be tasks, language awareness activities, pictures, questions, etc.) and will deduce both the form and the meaning from the context.
Why use the "discovery technique"? One reason is that students often surprise the teacher with what they already know or half-know. By using the "discovery technique" the teacher can learn more about students' knowledge and abilities eliciting information from them rather than telling things to them.
Using magazine pictures or board drawing, the teacher can set the context by telling a story. Then the teacher asks questions based on the story to try to elicit the structure.
If the teacher is unable to elicit a sentence containing the structure after two or three attempts, he or she can give the students an example. Then the teacher tries to elicit sentences referring back to the model he or she has provided. Re-focusing on the meaning, use and structure is key to the "discovery technique".
