The effects of deductive instruction and inductive instruction on learners’ development of pragmatic competence in the teaching of Chinese as a second language

Qi, Xuedan; 齐雪丹,

doi:10.1016/j.system.2017.08.011

Cited by 25 publications

(21 citation statements)

References 27 publications

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“…Although CSL learners’ pragmatic production has been investigated (e.g., Qi and Lai, 2017 ; Ren, 2019 ; Gong et al, 2020b ), few studies have examined their pragmatic awareness and comprehension. On the other hand, some studies have explored how CSL learners’ individual differences (motivation, attitude, etc.)…”

Section: Introductionmentioning

confidence: 99%

Pragmatic Competence and Willingness to Communicate Among L2 Learners of Chinese

Ren

2021

Front. Psychol.

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Research in second language (L2) pragmatics has paid increasing attention to learners’ individual differences, but few studies have examined the relationship between learners’ willingness to communicate (WTC) in L2 and their pragmatic competence. To this end, this study investigates the association between WTC and pragmatic awareness and comprehension of Chinese as a second language (CSL) learners. A total of 80 CSL learners studying abroad in three universities in China participated in this study. Data were collected through a WTC questionnaire, a self-perceived communication competence (SPCC) questionnaire, a pragmatic awareness judgment task, and a multiple-choice test for pragmatic comprehension. Statistical analyses were conducted to explore the relationship between the learners’ pragmatic awareness and pragmatic comprehension on the one hand and their WTC and SPCC in L2 on the other. The findings indicated that SPCC correlated positively with the learners’ L2 pragmatic comprehension, but not with their L2 pragmatic awareness. No correlation was found between WTC and pragmatic awareness and comprehension. The results suggest that SPCC may contribute to learners’ L2 pragmatic comprehension; some implications for teaching and future research directions are also discussed.

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Section: Introductionmentioning

confidence: 99%

Pragmatic Competence and Willingness to Communicate Among L2 Learners of Chinese

Ren

2021

Front. Psychol.

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“…In the last couple of decades, Chinese has been increasingly taught and learnt as an important second or foreign language both within and outside China. Commensurate with this considerable growth in learners of the language, studies have yielded important insights into critical issues in relation to the cognitive and sociocultural aspects of Chinese language learning (e.g., Fan & Li, 2018;Liu, 2014;Qi & Lai, 2017;Zhang & Roberts, 2019), Chinese language teaching pedagogy (e.g., Curdt-Christiansen, 2008;Shao, 2013;Zhao, 2016), language policy and planning (e.g., Chen, 2013;Loh, Tam, & Lau, 2019;Lu et al, 2017), language testing (e.g., Ke, 2006;Li & Li, 2014), and Chinese language teacher education and professional development (e.g., Gong, Hu, & Lai, 2018;Ke, Lu, & Pan, 2015;Lai, Li, & Gong, 2019;Wang & Bale, 2019;Yang, 2019). Research findings on the acquisition of Chinese as a second or foreign language (CSL/CFL) have contributed to the theoretical discussions on second language (L2) acquisition by verifying, challenging or proposing modifications to existing L2 theories and models (J. H. Zhao, 2011).…”

Section: Introductionmentioning

confidence: 99%

The Teaching and Learning of Chinese as a Second or Foreign Language: The Current Situation and Future Directions

Gong¹,

Lai

Gao

2020

Front Educ China

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In this opening commentary, we highlight the development of the teaching and learning of Chinese as a second or foreign language (CSL/CFL), which has attracted much attention from researchers, language educators, and other stakeholders worldwide. To contribute to this ongoing examination and discussion, this special issue documents the collective efforts of scholars in different educational contexts to review six critical issues in teaching and learning CSL/CFL: learning and instruction of reading Chinese as an additional language, Chinese character teaching and learning, learner identity in CSL/CFL education, teaching and learning Chinese through immersion, technology assisted CSL/CFL teaching and learning, and mobile assisted learning CFL. We contend that all efforts to address these critical issues require constant examination to facilitate further development in CSL/CFL education around the world.

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“…Also, the finding derived from this present study that the deductive approach helped students achieve higher scores than did the inductive approach was consistent with the findings that higher post-test scores were achieved for both students taught with the deductive approach at university and school levels (Erlam, 2005;Robinson, 1996;Rosa & O'Neill, 1999). Some studies, however, found students taught with the explicit inductive approach scored higher marks in the post-test (e.g., Alzubi, 2015;Jong-Won, 2007;Qi & Lai, 2017;Tammenga-Helmantel, capabilities of learners and the subject matter being taught.…”

Section: Discussionmentioning

confidence: 99%

“…In addition to theoretical concepts concerning what constitutes deductive and inductive approaches, there have also been empirical research studies investigating the pedagogical effects of the two approaches. The explicit inductive approach was found to be more effective in raising post-test scores than did the deductive approach for both university and high school levels ((Alzubi, 2015;Jong-Won, 2007;Qi & Lai, 2017;Tammenga-Helmantel, 2014;Vogel et al, 2011). However, the implicit inductive approach was found to be less effective than did the deductive approach in raising post-test scores (Erlam, 2005;Robinson, 1996;Rosa & O'Neill, 1999).…”

Section: Literature Reviewmentioning

confidence: 99%

The Effectiveness of Using a Deductive-Cum-Process Writing Process Approach to Teach Tone Formality

Siu¹

2020

ELTLS

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This study aims to investigate the usefulness of a deductive-cum-process writing approach to raise native Cantonese-speaking ESL students’ awareness of the inappropriate use of informal language in academic writing. Achieving tone formality by incorporating appropriate syntactic and semantic elements poses great difficulties to freshmen at the City University of Hong Kong. Furthermore, the effectiveness of using a deductive approach to teach word usage has been inconclusive despite numerous studies on this issue (e.g., Alzubi, 2015; Tammenga-Helmantel, 2014; Vogel et al., 2011). In the current study, seven types of informal language expressions and corresponding formal alternatives were first taught, followed by peer review and individual teacher-student consultations to reinforce the teaching.The experimental group consisted of 19 students taking an academic writing course in the summer semester 2017-2018. The end-of-course writing examination showed that the experimental group used significantly fewer informal expressions than did the control group in three measures—the total number of informal expressions and two component measures (p?0.05). Questionnaire findings confirmed the usefulness of the current teaching approach, as perceived by the majority of the participants. Qualitative analysis revealed several types of informal expressions that were most difficult for the participants to identify and to make correction.

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The effects of deductive instruction and inductive instruction on learners’ development of pragmatic competence in the teaching of Chinese as a second language

Cited by 25 publications

References 27 publications

Pragmatic Competence and Willingness to Communicate Among L2 Learners of Chinese

Pragmatic Competence and Willingness to Communicate Among L2 Learners of Chinese

The Teaching and Learning of Chinese as a Second or Foreign Language: The Current Situation and Future Directions

The Effectiveness of Using a Deductive-Cum-Process Writing Process Approach to Teach Tone Formality

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