The Neglected Combination: A Case for Explicit-Inductive Instruction in Teaching Pragmatics in ESL

Glaser, Karen

doi:10.18806/tesl.v30i7.1158

Cited by 24 publications

(24 citation statements)

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“…Although research shows that both explicit and implicit approaches -i.e., with provision or absence of metapragmatic information-may have benefits and drawbacks, explicit ones seem to yield more positive results (ROSE, 1997;KOIKE, PEARSON, 2005;MARTÍNEZ FLOR, FUKUYA, 2005;KONDO, 2008;NGUYEN, PHAM, PHAM, 2012). Despite the demands of appropriate pedagogical intervention in L2 pragmatics (ISHIHARA, 2010), it may be facilitative and improve learners' abilities, above all in FL contexts (KASPER, ROSE, 1993;SAFONT JORDÁ, 2005;ISHIHARA, COHEN, 2010), if it combines explicit and inductive techniques (JEON, TADAYOSHI, 2006;GLASER, 2013), or if input is enhanced (TAKAHASHI, 2001;MARTÍNEZ FLOR, FUKUYA, 2005).…”

Section: How Should Jokes Be Tackled?mentioning

confidence: 99%

Dealing with jokes in the ESL class: a pedagogical proposal centred on comprehension

Cruz

2019

Letronica

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This paper makes a pedagogical proposal to delve into jokes in the ESL classroom and sensitise learners to their complexity. It consists of five instructional phases and is based, on the one hand, on another proposal to teach the pragmatics of speech acts in an L2. On the other hand, this proposal relies on a relevance-theoretic classification of jokes made on the basis of the various linguistic, cultural and cognitive factors that humorists exploit in their production. Since it only centres on how different types of jokes can be distinguished and what their correct comprehension involves, it has a cognitive orientation and does not address issues connected with joke production. The proposal is devised for ESL students with an advanced level of English and ultimately seeks to develop their metalinguistic, meta-cultural and metacognitive abilities as a way of enabling them to grasp the humorousness of funny texts, appraise them and react to them in an appropriate way.***Lidando com piadas na aula de ESL: uma proposta pedagógica centrada na compreensão***Este artigo traz uma proposta pedagógica para aprofundar as piadas na sala de aula de ESL (Inglês como língua estrangeira, na tradução para a língua portuguesa) e sensibilizar os alunos a respeito de sua complexidade. Ela consiste em cinco fases instrucionais que, por um lado, baseia-se em outra proposta de ensino da pragmática dos atos de fala em uma L2 e, por outro lado, baseia-se em uma classificação teórica da relevância das piadas feitas com base nos vários fatores linguísticos, culturais e cognitivos que os humoristas exploram em sua produção. Como a proposta se concentra apenas em como os diferentes tipos de piadas podem ser distinguidos e em qual a correta compreensão envolvida, ela tem uma orientação cognitiva e não aborda questões relacionadas à produção da piada. A proposta é elaborada para estudantes de ESL com um nível avançado de inglês e, por conseguinte, busca desenvolver suas habilidades metalinguísticas, meta-culturais e metacognitivas como uma maneira de permitir-lhes compreender o humor de textos engraçados, avaliá-los e reagir a eles apropriadamente.

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Section: How Should Jokes Be Tackled?mentioning

confidence: 99%

Dealing with jokes in the ESL class: a pedagogical proposal centred on comprehension

Cruz

2019

Letronica

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“…Employing inductive methods, as opposed to deductive methods, showed better results in interventional studies which compared between the two types of instruction (Al-Kharrat, 2000;Alraddadi, 2019). In fact, as Glaser (2014) asserts "in the wider area of SLA research, (…), studies investigating inductive and deductive instruction have found that inductively taught learners outperformed their deductively taught peers" (p. 154) Glaser further stipulates that "[it has been previously shown that] explicit-inductive designs were more beneficial than explicit-deductive ones" (ibid.). Therefore, implementing explicit-inductive means of teaching requests in the classroom can result in substantial improvements on the learners' understanding of requests' functions and uses.…”

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confidence: 99%

The Effect of Explicit Instruction of Requests on Saudi EFL learners using a pre-test, post-test Approach

Qari¹

2021

AWEJ

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The aim of the current study is to test whether explicit instruction of various L2 request forms can be a useful measure in developing Saudi learners’ linguistic and pragmatic competences. This study is based on the results obtained from a previous research investigating interlanguage requests. The findings in that study suggested that the second language learners were not aware of some of the request strategies which were exclusively employed by the British English native speakers. The aim and the question of this study is to find out whether explicit instruction of request strategies will be effective in helping Saudi EFL learners gain linguistic knowledge and achieve pragmatic appropriateness in making requests in L2. Thirty female foundation year students participated in this study. They were all EFL learners studying at King Abdul Aziz University in Jeddah, Saudi Arabia. The group underwent three phases of instruction: pre-test, instruction/intervention, and post-test. The first and last phases consisted of written questionnaires which were distributed right before and after the instruction phase. The results showed that in the third phase, the students demonstrated great progress in their understanding of request forms in L2. Their improvement was manifested by the learners’ acknowledgement of these forms as proper employment of request strategies in English, recognition of request function names, ability to assign correct functions to linguistic realizations and their overall understanding of the appropriate use of these forms dictated by the weightiness of different request situations.

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“…Deductive-inductive dichotomy is one of the most controversial topics in language teaching and learning (Benitez-Correa, Gonzalez-Torres, Ochoa-Cueva & Vargas-Saritama, 2019). According to Glaser (2013), the point of departure in deductive and inductive approaches is the sequencing of instructions. That is, the question of whatcomes first between the rules (grammar) and the language (usage).…”

Section: Deductive-inductive Dichotomymentioning

confidence: 99%

The deductive and inductive instructional approach controversy in Eswatini context

Kunene

Mthethwa

2020

GJFLT

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This study compared deductive and inductive approaches of teaching tenses to secondary school learners. The aim of this study was to test the efficiency of the two instructional approaches of teaching tenses by observing learners’ performance. Sixty participants (37 female and 23 male), learning English in the Kingdom of Eswatini, participated in this quasi-experimental study. Convenience sampling was used to select participants who were randomly assigned to two control groups. The independent variable was ‘teaching method,’ with two levels: deductive versus inductive. The dependent variables were participants’ achievement scores derived from the pre-test and post-test. The independent t-test and the dependent t-test were used to analyse data. The results revealed that there was no significant difference between the deductive and inductive approaches in teaching tenses,although each method was effective in isolation. Based on the findings, this study recommends an integration of the two approaches in the teaching of tenses. Keywords: ESL context, deductive approach, grammar, inductive approach, tenses.

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The Neglected Combination: A Case for Explicit-Inductive Instruction in Teaching Pragmatics in ESL

Abstract: A substantial part of interlanguage pragmatics (ILP) research has contrasted explicit and implicit teaching designs, generally finding that explicit approaches-

Cited by 24 publications

References 52 publications

Dealing with jokes in the ESL class: a pedagogical proposal centred on comprehension

Dealing with jokes in the ESL class: a pedagogical proposal centred on comprehension

The Effect of Explicit Instruction of Requests on Saudi EFL learners using a pre-test, post-test Approach

The deductive and inductive instructional approach controversy in Eswatini context

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