Assessment of Pragmatics

Roever, Carsten

doi:10.1002/9781405198431.wbeal0049

Cited by 3 publications

(2 citation statements)

References 26 publications

(36 reference statements)

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“…This measure should also include analysis skills, subjectivity measures, and a focus on general pragmatic awareness. While previous work has made strides in this area (Bardovi-Harlig, 2001;Félix-Brasdefer, 2007;Roever, 2013;Roever, Fraser, & Elder, 2014), a comprehensive approach to ILP skills is still missing. Digital simulations offer a means of delivering the individualized experience fundamental to ILP development while also providing a mechanism for validating and scaling the assessment across measures (Sykes, Malone, Forrest, & Sadgic, forthcoming).…”

Section: Conclusion and Implications For Future Researchmentioning

confidence: 99%

Strategies and interlanguage pragmatics: Explicit and comprehensive

Sykes¹,

Cohen

2018

SSLLT

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Explicit instruction in strategies for interlanguage pragmatic learning is fundamental to the development of a comprehensive set of pragmatic abilities in the target language. In this article, we begin by providing an overview of previous work in the area of language learner strategies directed at the teaching and learning of pragmatics. We then offer an extension of Cohen’s (2005, 2014) framework of strategies for learning, using, and evaluating the use of interlanguage pragmatics in four domains: knowledge, analysis, subjectivity, and awareness (Sykes, Malone, Forrest, & Sadgic, forthcoming). Examples from current projects are provided to exemplify the critical importance of a strategies-based approach to the teaching and learning of interlanguage pragmatics. The article concludes with ideas for future research and implementation.

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Section: Conclusion and Implications For Future Researchmentioning

confidence: 99%

Strategies and interlanguage pragmatics: Explicit and comprehensive

Sykes¹,

Cohen

2018

SSLLT

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“…In addition to these early voices, more recent scholars such as Eslami‐Rasekh () maintained that “[e]ven though pragmatic competence has been recognized as one of the vital components of communicative competence (e.g., Bachman, ), there is a lack of a clear, widely accepted definition of the term” (p. 199). Hence, as Roever (, ) pointed out, a unifying definition of the construct of pragmatics does not exist.…”

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confidence: 99%

Defining and Operationalizing the Construct of Pragmatic Competence: Review and Recommendations

Laughlin

Wain

Schmidgall

2015

ETS Research Report Series

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This review paper constitutes the first step within a larger research effort to develop an interactive pragmatics learning tool for second and foreign language (L2) learners and users of English. The tool will primarily endeavor to support pragmatics learning within the language use domain “workplace.” Given this superordinate objective, this paper is subdivided into 2 parts. In the first section, we provide a detailed overview of previous (empirical) research, theories, and frameworks of communicative competence to review the role of pragmatics as an essential component of L2 communicative language ability. A principled, systematic, and exhaustive literature search was conducted via key word searches, and the selected literature was categorized and coded using NVivo 10 software. Next, 12 distinct models of communicative language ability that contain components of pragmatic knowledge were identified and analyzed. The commonly identified constitutive components were then reconceptualized into a proposed construct of pragmatic competence. The challenges of operationalizing pragmatic competence in both instruction and assessment are discussed. The second part of the paper constitutes a domain analysis of pragmatics in the language use domain “workplace.” First, the literature is reviewed for communicative tasks and activities that feature prominently in different workplace settings across various English‐speaking countries. Then, we suggest and exemplify different model task types that can be employed in the context of learning and assessment materials that aim to foster pragmatic‐functional awareness in both English as a foreign language (EFL)/English as a second language (ESL) learners and first language (L1) speakers alike.

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Pragmatic Knowledge and Ability in the Applied Linguistics and Second Language Assessment Literature: A Review

Tsutagawa

2013

Studies in Applied Linguistics and TESOL

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Assessment of Pragmatics

Abstract: The assessment of second language pragmatics is a relatively recent enterprise. This entry will briefly review the construct of pragmatics, discuss some major approaches to testing pragmatics, and highlight some of the challenges for pragmatics assessment.

Cited by 3 publications

References 26 publications

Strategies and interlanguage pragmatics: Explicit and comprehensive

Strategies and interlanguage pragmatics: Explicit and comprehensive

Defining and Operationalizing the Construct of Pragmatic Competence: Review and Recommendations

Pragmatic Knowledge and Ability in the Applied Linguistics and Second Language Assessment Literature: A Review

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