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Effects of deductive and explicit‐inductive instruction on tertiary‐level Chinese learners' use of English subjunctive as a pragmatic mitigator.

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Title: Effects of deductive and explicit‐inductive instruction on tertiary‐level Chinese learners' use of English subjunctive as a pragmatic mitigator.
Authors: Chen, Xinren1, Xia, Jie2 jiexia@just.edu.cn
Source: International Journal of Applied Linguistics. Feb2024, Vol. 34 Issue 1, p333-347. 15p.
Subject Terms: *English as a foreign language, *Deductive teaching, *Teaching methods, Subjunctive mood
Geographic Terms: China
Abstract (English): This quasi‐experimental study investigates the immediate and long‐term effects of deductive instruction and explicit‐inductive instruction to L2 learners on the use of the English subjunctive as a pragmatic mitigator. Two intact classes of tertiary‐level Chinese EFL (English as a Foreign Language) learners, labeled as the deductive group and the explicit‐inductive group, respectively, received two 45‐min sessions of pragmatic intervention, whereas a third intact class serving as the control group was given grammatical instruction. The immediate post‐test and delayed post‐test administered to the three groups shows that the deductive group had an immediate edge but not a long‐term one over the explicit‐inductive group, in terms of appropriateness and linguistic accuracy; however, the gain of the explicit‐inductive group was better retained than in the deductive group. This study contributes to the expansion of instructional targets within the field of L2 pragmatics. It also highlights the relative advantage of deductive and explicit‐inductive instruction methods. [ABSTRACT FROM AUTHOR]
Abstract (Chinese): 摘要: 这项准实验研究探讨了演绎教学和显性归纳教学对中国大学生英语虚拟语气语用缓和功能习得的即时效果和延时效果。研究选取两个由英语作为二语的大学生学习者组成的教学自然班, 分别作为演绎组和显性归纳组, 分别进行了两个45分钟的语用干预, 而作为对照组的第三个班级则接受了单纯的语法教学。对三个组别进行的即时后测和延迟后测显示, 演绎组在适切性和准确性方面在即时效果上略胜于显性归纳组, 然而, 显性归纳组的语用习得效果比演绎组具有更好的持久性。这项研究有助于扩展二语语用学领域的教学对象, 也突显了演绎和显性归纳教学方法的相对优势。 [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Applied Linguistics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Label: Title
  Group: Ti
  Data: Effects of deductive and explicit‐inductive instruction on tertiary‐level Chinese learners' use of English subjunctive as a pragmatic mitigator.
– Name: Author
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  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Chen%2C+Xinren%22">Chen, Xinren</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Xia%2C+Jie%22">Xia, Jie</searchLink><relatesTo>2</relatesTo><i> jiexia@just.edu.cn</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Applied+Linguistics%22">International Journal of Applied Linguistics</searchLink>. Feb2024, Vol. 34 Issue 1, p333-347. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Deductive+teaching%22">Deductive teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Subjunctive+mood%22">Subjunctive mood</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: This quasi‐experimental study investigates the immediate and long‐term effects of deductive instruction and explicit‐inductive instruction to L2 learners on the use of the English subjunctive as a pragmatic mitigator. Two intact classes of tertiary‐level Chinese EFL (English as a Foreign Language) learners, labeled as the deductive group and the explicit‐inductive group, respectively, received two 45‐min sessions of pragmatic intervention, whereas a third intact class serving as the control group was given grammatical instruction. The immediate post‐test and delayed post‐test administered to the three groups shows that the deductive group had an immediate edge but not a long‐term one over the explicit‐inductive group, in terms of appropriateness and linguistic accuracy; however, the gain of the explicit‐inductive group was better retained than in the deductive group. This study contributes to the expansion of instructional targets within the field of L2 pragmatics. It also highlights the relative advantage of deductive and explicit‐inductive instruction methods. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Chinese)
  Group: Ab
  Data: 摘要: 这项准实验研究探讨了演绎教学和显性归纳教学对中国大学生英语虚拟语气语用缓和功能习得的即时效果和延时效果。研究选取两个由英语作为二语的大学生学习者组成的教学自然班, 分别作为演绎组和显性归纳组, 分别进行了两个45分钟的语用干预, 而作为对照组的第三个班级则接受了单纯的语法教学。对三个组别进行的即时后测和延迟后测显示, 演绎组在适切性和准确性方面在即时效果上略胜于显性归纳组, 然而, 显性归纳组的语用习得效果比演绎组具有更好的持久性。这项研究有助于扩展二语语用学领域的教学对象, 也突显了演绎和显性归纳教学方法的相对优势。 [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Applied Linguistics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/ijal.12496
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      – Code: eng
        Text: English
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        PageCount: 15
        StartPage: 333
    Subjects:
      – SubjectFull: English as a foreign language
        Type: general
      – SubjectFull: Deductive teaching
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Subjunctive mood
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Effects of deductive and explicit‐inductive instruction on tertiary‐level Chinese learners' use of English subjunctive as a pragmatic mitigator.
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      – PersonEntity:
          Name:
            NameFull: Chen, Xinren
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          Name:
            NameFull: Xia, Jie
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            – D: 01
              M: 02
              Text: Feb2024
              Type: published
              Y: 2024
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              Value: 34
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            – TitleFull: International Journal of Applied Linguistics
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