Most of the linguists claim that there is a big strength of the deductive instructional approach over the inductive instructional approach when we apply it at the beginning of the lesson. The deductive instructional approach shoots right into the main point of the grammar topic, which in turn will make the lesson less time-consuming and will help to switch to the practical part faster. Eisenstein (1987) claims that the deductive approach keeps students under control during learning and practicing. However, in the inductive instructional approach, the time used to work out the rule can be rather long depending on the students` receptive skills. This period of time can be utilized to put that rule into practice by training more and doing more exercises. Therefore, in some cases, it may be better to spend less time explaining the topic and more time doing exercises. As Pica (1994) asserts that students facilitate the appropriate influence of effective learning by forming a basis for their internal representation of the L2.