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at way. On the other hand, only 79% of the experimental team to whom I taught the structure in the inductive method, could pass the test. They could not explain why they did in this way or that way. They could only feel that they should do it like this or that. Two weeks later, I did another experiment. This time, I found that 80% of the students in the experiment group could still use the structure correctly. By contrast, only 75% of the students in the reference group could still use the structure correctly. Although some students in this group could still remember the structure clearly, they admitted that sometimes they forgot how to apply it in the test. What's more, the students in the experimental group had a better understanding of the structure and could grasp it from listening while the reference group could not. 4. Conclusion Judging from our own experience, the deductive approach is more beloved by senior students who want to be told the rules directly so that they can save some time to do their homework. They prefer to grasp the rules and then to apply them to doing exercises. Maybe this kind of cognitive style has some relation with the way they learn science, which needs logical thinking, exploring, abstraction and so on. And the primary students prefer inductive learning because their unconscious memory plays the largest part in their learning. And they also actively speak in English class. What's more, enough examples may impress them clearly while a general conclusion will not. We know that grammar is important to us for learning English. But as we know, grammar may be presented in different ways. At the moment we don't have enough evidence to define which one is better as different grades of pupils may prefer different methods. That's because our mental processes develop differently at different stages. Different kinds of learning styles and different thinking manners also influence their interest. As an English teacher, what we need to do is to find a better way for them to learn, to practice and to remember. We cannot say definitely that this one must be better than that one, but we may judge that this one may be more suitable for this class of students while that one is not. Moreover, students of different levels may prefer different approaches. Students in some less developed areas, who might have very little chance to practice their oral English may find the deductive ways better, while students in some advanced cities may find inductive ways very suitable for them. Those who want to improve their listening and speaking abilities rapidly in a short time will of course think inductive better. So what is the best way to present grammar? The answer is: it should be the way that is most suitable for your pupils to help them improve their English easily and rapidly. Last but not least, interest plays a big part. No matter what approach you choose, it must fit the students?interest. If not, you are sure to fail. References Christopher Brumfit & Jayne Moon & Ray Tongue. Teaching English to Children[M], 1995: 18-33. David Nunan. Second Language Teaching and Learning[M], 1999: 96-101. David Nunan. Practical English Language Teaching[M]. Contemporary, 2003: 153-173. Jeremy Harmer. The Practice of English Language Teaching[M], 2003: 12-16. Michael H. Long & Jack C. Richards. Methodology in TESOL A Book of Reading[M], 1987: 279-305. Scott Thornbury. How to Teach Grammar[M]. 世界知识出版社, 2003