The Effects of Deductive and Inductive Instruction on the Development of Language Learners' Pragmatic Competence

By Masahiro Takimoto. 2008

104 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/73e8f32f096de4fa477197f9c2cd00f016e5f610

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Masatoshi Sato
2. Kazuya Saito
3. R. Lyster
4. Hossein Nassaji
5. S. Loewen
6. R. Ellis
7. K. Rajagopalan
8. Luke Plonsky

In Language and Linguistics

1. Masatoshi Sato
2. Kazuya Saito
3. R. Lyster
4. K. Rajagopalan
5. Hossein Nassaji
6. S. Loewen
7. Luke Plonsky
8. R. Ellis

In Literature and Literary Theory

1. Masatoshi Sato
2. Kazuya Saito
3. R. Lyster
4. Hossein Nassaji
5. K. Rajagopalan
6. S. Loewen
7. R. Ellis
8. Dan Brown

Citations in the corpus

• The Effects of Input-Based Practice on Pragmatic Development of Requests in L2 Chinese (2012, unknown): “deductive instruction (e.g., Rose & Ng, 2001; Martínez-Flor, 2008; Takimoto, 2008), among others.”
• Oral corrective feedback in second language classrooms (2012, background): “…independent variables such as different types of CF (as in Nipaspong & Chinokul 2010), various task conditions (e.g. deductive vs. inductive tasks: Takimoto 2008), various output measures (e.g. controlled vs. free constructed responses: Nguyen et al. 2012), and speech acts with different levels…”