Inductive or Deductive? : the Impact of Method of Instruction on the Acquisition of Pragmatic Competence in EFL.
This book presents a longitudinal, quasi-experimental classroom study into the effects of inductive and deductive instruction on the acquisition of pragmatic competence in adult English-as-a-Foreign-Language learners. Set within the explicit teaching paradigm, it presents the first systematic analys...
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Full Text (via ProQuest) |
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| Format: | eBook |
| Language: | English |
| Published: |
Newcastle upon Tyne :
Cambridge Scholars Publishing,
2014.
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| Subjects: |
MARC
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| 100 | 1 | |a Glaser, Karen. | |
| 245 | 1 | 0 | |a Inductive or Deductive? : |b the Impact of Method of Instruction on the Acquisition of Pragmatic Competence in EFL. |
| 260 | |a Newcastle upon Tyne : |b Cambridge Scholars Publishing, |c 2014. | ||
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| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a This book presents a longitudinal, quasi-experimental classroom study into the effects of inductive and deductive instruction on the acquisition of pragmatic competence in adult English-as-a-Foreign-Language learners. Set within the explicit teaching paradigm, it presents the first systematic analysis of the contrast between inductive and deductive teaching methods in instructional pragmatics. Two learner groups were taught about disagreement and offer refusal, and their pragmatic skills were .. | ||
| 546 | |a English. | ||
| 588 | 0 | |a Print version record. | |
| 650 | 0 | |a Critical thinking. | |
| 650 | 0 | |a Dialogue analysis. | |
| 650 | 0 | |a Effective teaching. | |
| 650 | 7 | |a Critical thinking. |2 fast |0 (OCoLC)fst00883692. | |
| 650 | 7 | |a Dialogue analysis. |2 fast |0 (OCoLC)fst00892498. | |
| 650 | 7 | |a Effective teaching. |2 fast |0 (OCoLC)fst00903762. | |
| 776 | 0 | 8 | |i Print version: |a Glaser, Karen. |t Inductive or Deductive? : The Impact of Method of Instruction on the Acquisition of Pragmatic Competence in EFL. |d Newcastle upon Tyne : Cambridge Scholars Publishing, ©2014 |z 9781443866538. |
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