| Pragmatic competence is one of the core components of communicative competence.In “National English Curriculum Standards for Senior High School(2020)”,Pragmatic competence is highly stressed as one of the essentials.Moreover,it is incorporated into the new version high school English textbooks.However,attention paid to pragmatic competence is inadequate.Thus,how to help learners develop L2 pragmatic competence has become one of the most urgent problems.One important branch of research on pragmatic competence development seeks to investigate the effects of instruction.The existing literature mainly compares the effects of deduction and induction in second language teaching.However,the results are mixed,with some found that deduction is more effective than induction,others found that induction is more effective,and still others found that there is no significant difference between the two types of instructions.This study adds to the existing literature by comparing the effectiveness of the two types of pragmatic instruction and see which instruction is more effective and sustainable.This research aims to answer the following questions:(1)What effects does the deductive instruction and inductive instruction have on the development of pragmatic competence in a short term?(2)What effects does the deductive instruction and inductive instruction have on the development of pragmatic competence in a long term?(3)What are the differences between deductive instruction and inductive instruction on students’ development of pragmatic competence?The research method which are tests and interviews will be used in the research.178 participants from three paralleled class in Grade 1 in the same senior high school in Henan Province will be involved in this experiment.The participants will be divided into the control group and the experimental group.And the experimental group are divided into inductive group and deductive group.The students in the control group did not receive any intervention instructions from the teacher,while the inductive group uses inductive method and deductive group uses deductive method to teach pragmatic in high school.The first test was used to examine their pragmatic competence level.Then,an immediate post-test on the day after the experiment and the delayed post test one month after the experiment were conducted so as to make a comparison between the three classes and also,to get the information of the effects of the two instructions in a short term and in a long term.Finally twenty students from the deductive and inductive group were interviewed on their feelings of the deductive and the inductive instruction.All of the data was analyzed by SPSS 21.0.Based on the tests,the interviews,the major findings are shown as follows:(1)Pragmatic instruction demonstrates a better effect on improving students’ pragmatic competence than no intervention at all.Deductive instruction yield the best effect in a short term,but compared with induction instruction,the effect is not significant.(2)Inductive instruction has the best effects on improving students’ pragmatic competence in the long term,and compared with the deductive teaching instruction,the effect is significant.(3)Deductive teaching instruction has effects on both high level students and low level students in a short term.Inductive teaching instruction has significant effects on high level students,but it is not so obvious to low level students.Inductive instruction has a sustainable effect on improving students’ pragmatic competence in the long term.In the end,the author offer some suggestions for practical English pragmatic teaching.Firstly,we should guide students to pay enough attention to pragmatic knowledge.Besides,Pragmatic teaching requires the basic skills and proper instructions from the teachers.Finally,we should take full advantage of the two instructions according to the level of students.At last the author also puts forward some limitations of the present research and some advice for the future research. |
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