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1	Testing pragmatic competence in a second language
	Roever, Carsten; Ikeda, Naoki
	In: Developmental and clinical pragmatics (2020), S. 475-495
	Leibniz-Zentrum Allgemeine Sprachwissenschaft
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2	Measuring L2 oral pragmatic abilities for use in social contexts: development and validation of an assessment instrument for L2 pragmatics performance in university settings
	Ikeda, Naoki. - 2017
	Abstract: © 2017 Dr Naoki Ikeda ; This study describes the development and validation of an assessment instrument of L2 oral pragmatics for university activities in English-medium contexts. Assessment of L2 pragmatics has been developed by conceptualizing the test construct as well as discussing task formats. Traditionally, the focus of pragmatics has been on offline knowledge of speech acts isolated from interaction. Recent research efforts to elicit speakers’ performances of L2 pragmatics by employing communicative tasks have expanded the argument to the perspective of interaction. Despite considerable groundwork in pragmatics research, the findings in the literature of L2 pragmatics and L2 pragmatic assessment are constrained by the narrowly defined construct and task design to restrict participants’ performances by pre-planned scenarios. Therefore, in the traditional methodology, conclusions drawn from the research of participants’ pragmatic abilities are inevitably limited, making the extrapolation of the elicited task performances to the real circumstances questionable. The study is therefore designed to develop and evaluate a discursively-orientated instrument for L2 oral pragmatics integrating managing interaction, which allows us to examine and draw broader conclusions about their abilities to handle pragmatic demands. The language activity domain, from which task situations were created, was specified as English-medium university settings. In addition to the issues of test construct and task format, this study explored how the discursively-orientated assessment can be implemented practically while avoiding construct under-representation. L2 speakers’ task performances on dialogue and monologue tasks, combined with actual speakers’ perspectives and their test scores were examined by a range of analyses including qualitative discourse analyses, multi-faceted Rasch analyses, reliability estimation, a correlational analysis and group comparisons. Multiple sources of evidence were integrated to structure an argument (Chapelle, 2008; Kane, 2006; Knoch & Elder, 2013) for test score interpretation and use. The results showed that the test takers (N=67), including university students and prospective students, were widely separated according to their pragmatic ability defined in the current study. The raters (N=3) showed internal consistency of rating although they showed differing severity in rating the test takers’ task performances. The two sets of test items (role play tasks; N=12 in total) attained high reliabilities and served also to elicit the test takers’ broader aspects of pragmatic features which separated the test takers. The test takers’ abilities estimated by the separate Rasch analyses based on the dialogue data and the monologue data respectively were highly correlated. Overall, the test results were seen as useful for inferences about L2 students’ oral pragmatic abilities for university activities and for making decisions for educational purposes. It was also implied that the monologue tasks, which are less resource-intense than the dialogue tasks, can serve as an alternative to the dialogue tasks in separating and ranking L2 students according to their pragmatic ability.
	URL: http://hdl.handle.net/11343/191879
	BASE
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3	Investigating L2 speakers’ interactional features of language use at different proficiency levels ...
	Ikeda, Naoki. - : Monash University, 2016
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