Inductive or Deductive?

Reviews / Votes

'I highly recommend [this book] to both pragmatics scholars and practising EFL teachers for its minute analyses and taxonomies of speech act realisations, the highlighting of the lexico-grammatical and pragmatic proficiency link, and the detailed descriptions of both inductive and deductive approaches, as well as the ample teaching materials provided in the appendix.'Diane PecorariLinnaeus UniversityTESOL Quarterly, 50:2 (2016)'The book is timely, very well researched, and presents the materials precisely. Glaser's continuous summary of each chapter makes the book accessible; reader-friendly; and interesting to researchers, English language teachers, and anyone who is interested in enhancing their knowledge in the fields of TESOL and applied linguistics. Glaser has produced a valuable and carefully written book that compares the deductive and inductive teaching approaches in acquiring pragmatics competence in an EFL context. Taken as a whole, the book provides a wealth of information and theory and contributes to the development of interlanguage pragmatics (ILP) competence.'Mir Abdullah MiriHerat University, AfghanistanTESOL Journal, 7: 1 (2016)'Addressing the effect of inductive and deductive explicit instruction on the development of foreign language pragmatic competence, this timely monograph is pioneering in opening up new vistas on the long-acclaimed explicit teaching approach and in examining learner perceptions of instructional treatments. It presents us with findings which shed new light on pragmatic acquisition and includes a wealth of teaching materials which will prove invaluable for researchers and practitioners alike.'Anne BarronLeuphana Universitat Luneburg'This state of the art research monograph addresses a wide range of current issues in instructed ILP. Investigating the hitherto under-researched question of the effectiveness of inductive and deductive teaching approaches in the foreign language classroom, it is one of the rare longitudinal empirical studies in the field. It provides a novel focus on dispreferred speech acts and sheds new light on the much debated relationship between pragmatic and lexico-grammatical competence. What is more, this book devotes ample attention to the oft-neglected learner perspective. Featuring a meticulous research design based firmly on current literature, Karen Glaser's study is thus an important contribution to the areas of intercultural communication, interlanguage pragmatics, classroom research, and second language acquisition.'Eva Alcon SolerUniversitat Jaume I, Castello de la Plana