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| Autor/in | Takimoto, Masahiro |
|---|---|
| Titel | The Effects of Deductive and Inductive Instruction on the Development of Language Learners' Pragmatic Competence |
| Quelle | In: Modern Language Journal, 92 (2008) 3, S.369-386 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0026-7902 |
| DOI | 10.1111/j.1540-4781.2008.00752.x |
| Schlagwörter | Control Groups; Listening Comprehension Tests; Native Speakers; English (Second Language); Pragmatics; Teaching Methods; Instructional Effectiveness; Second Language Learning; Adults; Japanese; Problem Solving; Linguistic Input; Syntax; Pretests Posttests; Logical Thinking; Second Language Instruction |
| Abstract | The present study investigated the effects of deductive and inductive teaching approaches to the acquisition of pragmatic competence on learners of English as a foreign language. In this study, 60 adult native speakers of Japanese with intermediate-level proficiency in English were each randomly assigned to 1 of 4 groups, which consisted of 3 treatment groups and 1 control group. Each treatment group received one of the following kinds of instruction in English pragmatics: (a) deductive instruction, (b) inductive instruction with problem-solving tasks, or (c) inductive instruction with structured input tasks. Both the deductive and inductive approaches constituted different types of explicit input-based instruction. The purpose was to teach the learners how to use lexical/phrasal downgraders and syntactic downgraders in English to perform complex requests. All participants completed a pretest, a posttest, and a follow-up test. Each test included 2 receptive judgment tasks and 2 production tasks. The 3 treatment groups performed significantly better than the control group (p less than 0.006). However, for the listening test, only the participants in the deductive instruction group showed a reduction in the positive effects of the treatment between the posttest and the follow-up test. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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