Bridging the word-to-discourse gap: A Gricean five-stage vocabulary pedagogy for ESL learners

Abstract

While in multilingual contexts, ESL learners continue to face challenges in using their vocabulary with contextually appropriate discourse, vocabulary remains the basic building block of language communication. In this study, the Five-Stage Vocabulary Pedagogy (FSVP) is proposed, implemented, and tested empirically based on Grice's Cooperative Principle and four maxims of Quantity, Quality, Relation, and Manner. A convergent parallel mixed-methods design was used: 180 undergraduate ESL students were assessed at six higher-education institutions in India, using pretest and posttest measurements, while the structured classroom observation yielded qualitative data, with high interrater reliability (κ = 0.81). Paired-samples t-tests revealed statistically significant post-intervention gains in vocabulary range (t(179) = 14.31, p < 0.001, d = 1.07) and discourse coherence (t(179) = 11.45, p < 0.001, d = 0.85). There was significant improvement (p<0.001) in all four dimensions of the Gricean Discourse Quality Rubric (GDQR). The FSVP was found to have similar effectiveness in technical and non-technical fields. The researcher found three qualitative themes: increased learner agency, cooperative negotiation of meaning, and increased metalinguistic and pragmatic awareness. The findings provide support for evidence-based recommendations for ESL curriculum design, teacher education, and learner-centred pedagogy in the context of higher education in India.