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| 181 |
An Interview with APPLE Lecture Speaker Professor Alister Cumming
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 44-45 (2015) (2015)
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| 182 |
Introduction: The Multilingual Prism
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp i-iii (2015) (2015)
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| 183 |
Complex Systems and Applied Linguistics
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 82-85 (2015) (2015)
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| 184 |
Language Assessment in Practice
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 41-46 (2015) (2015)
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| 185 |
Teaching English Language Learners through Technology
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 63-66 (2015) (2015)
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| 186 |
Future Directions in Pragmatics Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 43-45 (2015) (2015)
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Abstract:
While the discussion of the importance of pragmatic ability arguably begins with Lado (1961), the idea of sociolinguistic or pragmatic competence has been widely recognized as one of four vital communicative competencies since Canale and Swain (1980) and Canale (1983) first introduced their seminal paper on communicative competence over three decades ago. Since then, language testers such as Bachman (1990), Bachman and Palmer (1996), and Purpura (2004) have proposed subsequent models of communicative language ability (CLA) where pragmatic knowledge is featured prominently, but interestingly, the assessment of pragmatic knowledge and ability is still relatively nascent in terms of its research and development. One reason for this is because the measurement of pragmatic knowledge is inherently complex, especially since “one utterance can simultaneously encode multiple pragmatic meanings, and many times, without asking the speaker[s], it is difficult to determine which meanings were implied…[and] which meanings were actually understood” (Purpura, 2004, p. 77). As a result, most pragmatic research has tended to focus on a narrow but more quantifiable band of functional pragmatic topics such as polite and impolite speech, complimenting, use of discourse markers (Rose & Kasper, 2001), and other pragmatic tasks such as apologizing, complaining, giving advice, and inviting that are common in many ESL/EFL textbooks (Vellenga, 2004). But actual “tests of pragmatic ability are few and far between” (Kasper & Rose, 2001, p. 9), with many of the above studies employing written response formats that fail to capture the richness and unplanned nature of authentic discourse. Advances in technology, however, may possibly bridge some of the limitations that have been observed in the pragmatics testing literature thus far.
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Keyword:
Ability testing; Applied linguistics; CLA; Communicative language ability; Education; English language; Foreign speakers; Language acquisition; Language and languages; P118-118.7; PE1-3729; Pragmatics; Pragmatics assessment; Sociolinguistics; Study of language; Teaching language; Technological innovations
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URL: https://doaj.org/article/a71debcd2cf54879a940fd1cc52edb0e
https://doi.org/10.7916/D8SF37TF
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| 187 |
“Stop Talking Like That”: A Toddler’s Construction of Identity at a Family Dinner
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 44-45 (2015) (2015)
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| 188 |
Input, interaction, and corrective feedback in L2 learning
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 49-51 (2015) (2015)
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| 189 |
Second Language Reading Research and Instruction: Crossing the Boundaries
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 58-62 (2015) (2015)
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| 190 |
Code-switching and Translanguaging: Potential Functions in Multilingual Classrooms
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 50-52 (2015) (2015)
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| 191 |
edTPA? Good Grief!
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 31-33 (2015) (2015)
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| 192 |
Multilingualism and the Holistic Approach to Multilingual Education
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 45-46 (2015) (2015)
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| 193 |
Written Corrective Feedback: A Review of Studies since Truscott (1996)
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 69-84 (2015) (2015)
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| 194 |
Formulaic Language: Pushing the Boundaries
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-3 (2015) (2015)
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| 195 |
Jokes and the Linguistic Mind
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 35-39 (2015) (2015)
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| 196 |
Second Language Reading and the Role of Grammar
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 29-48 (2015) (2015)
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| 197 |
From Aha Moments to Ethnomethodology: A Conversation with Hugh Mehan
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 33-45 (2015) (2015)
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| 198 |
Classroom-based Language Assessment: The Case of TAFL
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 53-54 (2015) (2015)
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| 199 |
Knowing Your Reader: Text-External Influences on Textual Features in Résumé Construction
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-30 (2015) (2015)
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| 200 |
Power, Position and Autonomy: Student Conflict in a Communicative Language Classroom
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 1-17 (2015) (2015)
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