NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1057312
Record Type: Journal
Publication Date: 2014
Pages: 23
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-0826-435X
Rater Behaviour When Judging Language Learners' Pragmatic Appropriateness in Extended Discourse
Sydorenko, Tetyana; Maynard, Carson; Guntly, Erin
TESL Canada Journal, v32 n1 p19-41 2014
The criteria by which raters judge pragmatic appropriateness of language learners' speech acts are underexamined, especially when raters evaluate extended discourse. To shed more light on this process, the present study investigated what factors are salient to raters when scoring pragmatic appropriateness of extended request sequences, and which specific aspects of performance they attend to as appropriate or inappropriate. Three judges evaluated request sequences using a 6-point scale, marked appropriate and inappropriate elements of each request, and explained how they approached the rating of each response. It was found that all raters oriented to the appropriateness of a request sequence as a whole, paying attention not only to the request proper but also to all follow-up moves, including appreciation and closing. Additionally, raters oriented to the surrounding context: the same expressions, such as a specific appreciation statement, were rated as appropriate in some contexts and inappropriate in others. Raters also oriented to pragmatic competence broadly, paying attention not only to appropriate pragmatic strategies and expressions in a particular context, but also to such aspects as intonation and cultural knowledge. Finally, while native and near-native speaker tendencies were observed, target speaker norms were not. Implications for pragmatics teaching and assessment are discussed.
TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
IES Grant or Contract Numbers: P017A100100