Re-envisioning assessment of interlanguage pragmatic competence through computer-mediated communicative tasks
type: CreativeWork
description: Assessment of second language (L2) pragmatic knowledge is still a new and understudied area of research. Some researchers (Hudson, Detmer, & Brown, 1992, 1995; Roever, 2006, Walters, 2007) have played an important role in advancing the field, but their theories have followed speech act framework often criticized for pragmatic construct under-representation (Grabowski, 2009; Roever, 2011; Youn, 2015). Methodologically, past studies mainly used closed role-plays based on predetermined interactional outcomes (Youn, 2015). Kasper and Rose (2002) doubted the validity and authenticity of closed role-play tasks. In order to address these research gaps, and as a contribution to the general understanding of Second Language Pragmatic Testing (SLPT), this study combines second language pragmatics and computer-mediated communication to assess the pragmatic knowledge of second language users of English. It uses Purpura’s (2004) framework of communicative language ability for developing interactive, email-based role-play tasks to assess test takers’ pragmatic ability with regard to sociolinguistic, sociocultural and psychological meanings, and the use of polite formulaic expressions. Using mixed methods (Greene, 2007), qualitative and quantitative evidence was provided to support test inferences. A thorough needs analysis was conducted first through semi-structured interviews and then through an online survey by involving different ESL stakeholders including 153 faculty members at a large Mid-Western university. The online questionnaire results provided insight into the instructors’ perceptions of different email situations. The results of the needs analysis also helped to determine appropriate role-play situations. A set of communicative role-play tasks were developed following Davidson and Lynch’s (2002) test specification theory. Role-play cards were used to enhance standardization, and test takers were allowed to communicate naturally without following fixed interactional out…
abstract: Assessment of second language (L2) pragmatic knowledge is still a new and understudied area of research. Some researchers (Hudson, Detmer, & Brown, 1992, 1995; Roever, 2006, Walters, 2007) have played an important role in advancing the field, but their theories have followed speech act framework often criticized for pragmatic construct under-representation (Grabowski, 2009; Roever, 2011; Youn, 2015). Methodologically, past studies mainly used closed role-plays based on predetermined interactional outcomes (Youn, 2015). Kasper and Rose (2002) doubted the validity and authenticity of closed role-play tasks. In order to address these research gaps, and as a contribution to the general understanding of Second Language Pragmatic Testing (SLPT), this study combines second language pragmatics and computer-mediated communication to assess the pragmatic knowledge of second language users of English. It uses Purpura’s (2004) framework of communicative language ability for developing interactive, email-based role-play tasks to assess test takers’ pragmatic ability with regard to sociolinguistic, sociocultural and psychological meanings, and the use of polite formulaic expressions. Using mixed methods (Greene, 2007), qualitative and quantitative evidence was provided to support test inferences. A thorough needs analysis was conducted first through semi-structured interviews and then through an online survey by involving different ESL stakeholders including 153 faculty members at a large Mid-Western university. The online questionnaire results provided insight into the instructors’ perceptions of different email situations. The results of the needs analysis also helped to determine appropriate role-play situations. A set of communicative role-play tasks were developed following Davidson and Lynch’s (2002) test specification theory. Role-play cards were used to enhance standardization, and test takers were allowed to communicate naturally without following fixed interactional out…
author: Haider, Iftikhar
language: en
keywords: Language Assessment, Interlanguage Pragmatics, Computer-Mediated, Interactive, Testing, Communicative, ESL
date published: 2019-08-23T20:44:27Z
date modified: 2026-07-22T22:24:44Z
provider: University of Illinois - Urbana-Champaign
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Illinois at Urbana-Champaign

PropertyValue
property ID: Handle
value: http://hdl.handle.net/2142/105126