A01 cohe4573 01 se fm. Qxd

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T H E N U T S A N D B O L T S O F P R A G M A T I C S I N S T R U C T I O N
55
Usó-Juan and Martínez-Flor (2008: 352–5).
56
Kondo (2008: 156– 8).
57
Deductive and inductive instruction here correspond to “actual deduction”
(Modality A) and “conscious induction as guided discovery” (Modality B) in Decoo
(1996: 97).

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F I G U R E 6 . 2 Deductive and inductive approaches to teaching L2 pragmatics
L A N G U A G E - A C Q U I S I T I O N T H E O R Y A N D T E A C H I N G P R A G M A T I C S
1 1 7
be inconclusive at this point.
58
It appears that although learners’ inductive
self-discovery can contribute to pragmatic learning, it may be difficult to
“get it right.” Even if inductive language learning is an effective means to
develop pragmatic control, learners may take differential advantage of it,
depending on their learning styles. Effective inductive teaching may also
take some practice on the part of the teachers, especially if their professional
preparation centered on a more teacher-fronted approach (see Activity 2.2
in Chapter 2 for an example of teacher research on deductive vs inductive
teaching). However, a recent study conducted in a foreign-language setting
has shown promising results for both inductive and deductive instruction.
59
In fact, that study found that pragmatic knowledge gained through induc-
tion may even be longer-lasting and more easily accessible in real time than
pragmatic knowledge acquired through deduction.
In reality, instruction in the language classroom may often reflect a com-
bination of inductive and deductive approaches. When learners discover
pragmatic norms in an inductive approach and share them with their peers,
the learning may take a deductive turn for those who have not discovered
them yet. If teachers guide learners in the discovery process, then the learn-
ing about pragmatic norms can be viewed as being co-constructed, rather
than purely inductive or deductive.
60
Teachers need to give careful consideration to various factors (such as
those below) to ensure that learners understand how pragmatic intent is
expressed by the L2 and to have sufficient practice time producing such 
language.
58
Jeon and Kaya (2006); Rose and Ng (2001); Takimoto (2008).
59
In Takimoto’s (2008) study, inductive instruction was found as equally effective 
as deductive instruction when induction was combined with awareness-raising or
structured input tasks.
60
See Shrum and Glisan (2004) for the teacher and learners’ co-construction of 
grammatical rules.

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