Pragmatic assessment of request speech act of Iranian EFL learners by non-native English speaking teachers
The analysis of raters' comments on pragmatic assessment of L2 learners is among new and understudied concepts in second language studies. To shed light on this issue, the present investigation targeted important variables such as raters’ criteria and rating patterns by analyz...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Urmia University
2016-07-01
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| Series: | Iranian Journal of Language Teaching Research |
| Subjects: | |
| Online Access: | http://www.urmia.ac.ir/sites/www.urmia.ac.ir/files/1602%20%282%29.pdf |
| Summary: | The analysis of raters' comments on pragmatic assessment of L2 learners is among new and
understudied concepts in second language studies. To shed light on this issue, the present investigation
targeted important variables such as raters’ criteria and rating patterns by analyzing the interlanguage
pragmatic assessment process of the Iranian non-native English speaking raters (NNESRs) regarding the
request speech act, while considering important factors such as raters’ gender and background teaching
experiences. For this purpose, 62 raters’ rating scores and comments on Iranian EFL learners’ requests
based on six situations of specified video prompts were analyzed. The results of the content analysis of
raters’ comments revealed nine criteria, including pragmalinguistic and socio-pragmatic components of
language, which have been noted by raters differently through six request situations. Among the
considered criteria, politeness, conversers’ relationship, style and register, and explanation were of
great importance to NNESRs. Furthermore, t-test and chi-square analysis of raters’ assigned rating
scores and mentioned criteria across different situations verified the insignificance of factors such as
raters’ gender and teaching experiences on the process of EFL learners’ pragmatic assessment. In
addition, the results of the study suggest the necessity of teaching L2 pragmatics in language classes
and in teacher training courses. |
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| ISSN: | 2322-1291 2322-1291 |