Book contents
- Frontmatter
- Contents
- List of contributors
- Series editors' preface
- Preface
- Chapter 1 Pragmatics in language teaching
- I THEORETICAL AND EMPIRICAL BACKGROUND
- II ISSUES IN CLASSROOM-BASED LEARNING OF PRAGMATICS
- III THE EFFECTS OF INSTRUCTION IN PRAGMATICS
- IV THE ASSESSMENT OF PRAGMATIC ABILITY
- Chapter 12 Use of address terms on the German Speaking Test
- Chapter 13 Indicators for pragmatic instruction: Some quantitative tools
- Chapter 14 Pragmatics tests: Different purposes, different tests
- References
- Name index
- Subject index
Chapter 14 - Pragmatics tests: Different purposes, different tests
Published online by Cambridge University Press: 05 October 2012
- Frontmatter
- Contents
- List of contributors
- Series editors' preface
- Preface
- Chapter 1 Pragmatics in language teaching
- I THEORETICAL AND EMPIRICAL BACKGROUND
- II ISSUES IN CLASSROOM-BASED LEARNING OF PRAGMATICS
- III THE EFFECTS OF INSTRUCTION IN PRAGMATICS
- IV THE ASSESSMENT OF PRAGMATIC ABILITY
- Chapter 12 Use of address terms on the German Speaking Test
- Chapter 13 Indicators for pragmatic instruction: Some quantitative tools
- Chapter 14 Pragmatics tests: Different purposes, different tests
- References
- Name index
- Subject index
Summary
Introduction
Although the assessment of pragmatic proficiency has only recently begun to be explored, so far researchers have tested pragmatics using at least six types of instruments: the written discourse completion tasks, multiple-choice discourse completion tasks, oral discourse completion tasks, discourse role-play tasks, discourse self-assessment tasks, and roleplay self-assessments. This paper will begin by defining each of the six types of pragmatics tests and listing pertinent references to the literature in each case. Readers interested in more details about the literature on all six of these measures are referred to Yoshitake (1997) and Yamashita (1996a, 1996b), each of which offers a more comprehensive review of that literature than would be appropriate for this chapter.
A written discourse completion task (WDCT) is any pragmatics instrument that requires the students to read a written description of a situation (including such factors as setting, participant roles, and degree of imposition) and asks them to write what they would say in that situation. (For research on WDCT, readers are referred to Blum-Kulka, 1982, 1983; Blum-Kulka & Olshtain, 1986; Cohen, Olshtain, & Rosenstein, 1986; House & Kasper, 1987; Olshtain & Weinbach, 1987; Takahashi & Beebe, 1987, 1993; Blum-Kulka, House, & Kasper, 1989; Færch & Kasper, 1989; House, 1989; Kasper, 1989b; Rintell & Mitchell, 1989; Wolfson, Marmor, & Jones, 1989; Beebe, Takahashi, & Uliss-Weltz, 1990; Edmondson & House, 1991; Hudson, Detmer, & Brown, 1992, 1995; Rose, 1992, 1994a; Bergman & Kasper, 1993; Ikoma, 1993; Takahashi & Beebe, 1993; Rose & Ono, 1995; Johnston, Kasper, & Ross, 1998)
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- Pragmatics in Language Teaching , pp. 301 - 326Publisher: Cambridge University PressPrint publication year: 2001
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