The Neglected Combination: A Case for Explicit-Inductive Instruction in Teaching Pragmatics in ESL
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
A substantial part of interlanguage pragmatics (ILP) research has contrasted ex- plicit and implicit teaching designs, generally finding that explicit approaches— those featuring metapragmatic rule provision—are more effective than their implicit counterparts, which are characterized by the absence of metapragmatic information. A second dichotomy used to characterize instructional designs, that of deductive vs. inductive approaches, has received somewhat less attention. Con- cerned with the sequencing of the instruction rather than the criterion of whether or not to provide rules, this concerns the question of whether to choose (deductive) rules or (inductive) language use as the starting point of the instruction. Although the two dichotomies are interrelated, they are often unjustifiably merged, with the labels deductive and explicit, on the one hand, and inductive and implicit, on the other, being used interchangeably. This article illustrates the reasons for this oversimplification and argues that the resulting focus on the contrast of explicit-deductive and implicit-inductive designs has led to overlooking a third possible constellation: the explicit-inductive framework. Adopting a classroom perspective, the article further attempts to point out the advantages that this neglected combination can have for the teaching and learning of pragmatics in ESL.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it