impact of inductive and deductive pragmatic instruction on iranian intermediate efl learners' grammar awareness: a study on appropriateness and accuracy

The present study aims to examine the efficacy of inductive and deductive instructional approaches in enhancing the accuracy and appropriateness of grammar among iranian intermediate efl learners. from an initial population of 120 students at zabansara english language institute in gilan, sixty participants were chosen based on their scores on the opt english proficiency test. these participants were then divided into three groups: one group received inductive grammar instruction, another group received deductive instruction, and a control group followed traditional grammar teaching methods. participants completed a pretest over a period of ten weeks to determine their initial level of grammatical awareness. they were then subjected to specific interventions for each target group. posttests quantified improvements in grammatical proficiency, using statistical methods such as paired samples t-tests and one-way anova to analyze the outcomes before and after the intervention. the results demonstrated notable enhancements in grammatical abilities for both experimental groups in comparison to the control group, implying that inductive and deductive teaching techniques are more efficacious than conventional approaches. nevertheless, the results did not indicate statistically significant disparities between the groups who used inductive and deductive reasoning. this study emphasizes the possible advantages of applying novel teaching methods to improve the grammatical comprehension of efl learners. it is advisable for efl instructors imparting grammar lectures to incorporate both inductive and deductive teaching approaches in their english language training.