Abstract
Grammar is an essential component of any language. It is only through grammatical proficiency that one can truly master a language. Despite this fact, the study of this part of linguistics is the most boring and uninteresting process. Today, the question of how to make the process of learning grammar more engaging has assumed significant importance. This study focuses on the inductive approach. The purpose of this work is to find out whether the use of the inductive approach in developing grammar skills in A1-level students is an effective method or it is required to be combined with other approaches of teaching foreign language grammar. In this research, an analysis of methodological and scientific literature published in recent years was carried out. Additionally, a two-semester observation was conducted of first-year students enrolled in the "General Medicine" specialty at NC JSC "Medical University of Karaganda," who were studying the discipline "Foreign Language." A survey was conducted voluntary and anonymously. Based on a review of the methodological and scientific literature, key features and conditions for the application of the approach under consideration were highlighted by the authors, its tools, advantages and disadvantages were identified as well. The analysis of observation and survey made it possible to establish that the inductive approach is quite effective for developing grammar skills in A1-level students. Learning becomes memorable, student-centered and natural. It allows students to learn to see new grammar structures and work independently with them outside the classroom. However, a synthesis of approaches (inductive and deductive) can increase the effectiveness of teaching foreign language grammar, making this process better and more interesting for students. The research findings can be used to continue research in this field, as well as by teachers when choosing the inductive method in their classes considering its advantages and disadvantages.