This study addresses variability among native speaker raters who evaluated pragmatic performance of learners of English as a foreign language. Using a five-point rating scale, four native English speakers of mixed cultural background (one African American, one Asian American, and two Australians) assessed the appropriateness of two types of speech acts (requests and opinions) produced by 48 Japanese EFL students. To explore norms and the reasoning behind the raters’ assessment practice, individual introspective verbal interviews were conducted. Eight students’ speech act productions (64 speech acts in total) were selected randomly, and the raters were asked to rate each speech act and then explain their rating decision. Interview data revealed similarities and differences in their use of pragmatic norms and social rules in evaluating appropriateness.
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Ajabshir, Zahra Fakher
2019. The effect of synchronous and asynchronous computer-mediated communication (CMC) on EFL learners' pragmatic competence. Computers in Human Behavior 92 ► pp. 169 ff.
Alemi, Minoo, Zohreh R. Eslami & Atefeh Rezanejad
2014. Rating EFL Learners’ Interlanguage Pragmatic Competence by Non-Native English Speaking Teachers. Procedia - Social and Behavioral Sciences 98 ► pp. 171 ff.
Beaulieu, Suzie, Fanny Forsberg Lundell & Javier Bejarano
2022. Interlocutors’ judgment of Lx conventional expressions: An exploratory study. Intercultural Pragmatics 19:5 ► pp. 597 ff.
2020. The Cambridge Introduction to Applied Linguistics,
Gesuato, Sara & Victoriya Trubnikova
2022. Assessing Pragmatic Skills in Speech Act Production and Perception. In Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning [Advances in Educational Marketing, Administration, and Leadership, ], ► pp. 211 ff.
2023. Comparing holistic and analytic marking methods in assessing speech act production in L2 Chinese. Language Testing 40:2 ► pp. 249 ff.
Omar, Fouad Rashid & Özge Razı
2022. Impact of instruction based on movie and TV series clips on EFL learners’ pragmatic competence: Speech acts in focus. Frontiers in Psychology 13
2019. Shifting responsibilities: Student e-mail excuses and how faculty perceive them. Lingua 222 ► pp. 53 ff.
Santelmann, Lynn & Tetyana Sydorenko
2020. Second Language Acquisition and the Teaching of Pragmatics. In The Cambridge Introduction to Applied Linguistics, ► pp. 41 ff.
2021. Pragmatic failure revisited: Jaworski’s (1994) study in a new light. Eurasian Journal of Applied Linguistics► pp. 303 ff.
Sonnenburg-Winkler, Sunni L., Zohreh R. Eslami & Ali Derakhshan
2020. Rater variation in pragmatic assessment: The impact of the linguistic background on peer-assessment and self-assessment. Lodz Papers in Pragmatics 16:1 ► pp. 67 ff.
Tajeddin, Zia & Minoo Alemi
2014. Criteria and Bias in Native English Teachers’ Assessment of L2 Pragmatic Appropriacy: Content and FACETS Analyses. The Asia-Pacific Education Researcher 23:3 ► pp. 425 ff.
Tajeddin, Zia & Minoo Alemi
2020. Pragmatics and Good Language Teachers. In Lessons from Good Language Teachers, ► pp. 189 ff.
[no author supplied]
2020. Language Acquisition. In The Cambridge Introduction to Applied Linguistics, ► pp. 39 ff.
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