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 |
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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 |
| _version_ | 1818757480517206016 |
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| author | Minoo Alemi Neda Khanlarzadeh |
| author_facet | Minoo Alemi Neda Khanlarzadeh |
| author_sort | Minoo Alemi |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-18T06:11:36Z |
| format | Article |
| id | doaj.art-51c608aa6873487ba9ab3aa501921076 |
| institution | Directory Open Access Journal |
| issn | 2322-1291 2322-1291 |
| language | English |
| last_indexed | 2024-12-18T06:11:36Z |
| publishDate | 2016-07-01 |
| publisher | Urmia University |
| record_format | Article |
| series | Iranian Journal of Language Teaching Research |
| spelling | doaj.art-51c608aa6873487ba9ab3aa5019210762022-12-21T21:18:23ZengUrmia UniversityIranian Journal of Language Teaching Research2322-12912322-12912016-07-01421934Pragmatic assessment of request speech act of Iranian EFL learners by non-native English speaking teachersMinoo Alemi0Neda Khanlarzadeh1Islamic Azad University, Tehran-West BranchSharif University of TechnologyThe 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.http://www.urmia.ac.ir/sites/www.urmia.ac.ir/files/1602%20%282%29.pdfinterlanguage pragmaticsnon-native English speaking raterspragmatic assessmentrating criteriarequest |
| spellingShingle | Minoo Alemi Neda Khanlarzadeh Pragmatic assessment of request speech act of Iranian EFL learners by non-native English speaking teachers Iranian Journal of Language Teaching Research interlanguage pragmatics non-native English speaking raters pragmatic assessment rating criteria request |
| title | Pragmatic assessment of request speech act of Iranian EFL learners by non-native English speaking teachers |
| title_full | Pragmatic assessment of request speech act of Iranian EFL learners by non-native English speaking teachers |
| title_fullStr | Pragmatic assessment of request speech act of Iranian EFL learners by non-native English speaking teachers |
| title_full_unstemmed | Pragmatic assessment of request speech act of Iranian EFL learners by non-native English speaking teachers |
| title_short | Pragmatic assessment of request speech act of Iranian EFL learners by non-native English speaking teachers |
| title_sort | pragmatic assessment of request speech act of iranian efl learners by non native english speaking teachers |
| topic | interlanguage pragmatics non-native English speaking raters pragmatic assessment rating criteria request |
| url | http://www.urmia.ac.ir/sites/www.urmia.ac.ir/files/1602%20%282%29.pdf |
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