A01 cohe4573 01 se fm. Qxd

4 3 2 1
2 Strategies of apologies
4 3 2 1
4 Cultural norms
4 3 2 1
Teacher’s comments:
Michelle sounds very apologetic, and with
good intonation can sound very sincere as
well. She uses multiple apology strategies –
expressing an apology, giving an
explanation, and promising non-recurrence.
She could also offer repair such as “I can
meet with you right now or work overtime,
whatever you want me to do to make it up.”

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A S S E S S M E N T O F P R A G M A T I C S I N T H E C L A S S R O O M
2 9 9
The following two examples of assessment elicit learners’ analysis of how
L1 and L2 are used in authentic contexts. Example 6 below contains a set 
of prompts that facilitates analysis of the relationship between context and
language, based on an earlier task in which learners collected samples of
authentic request discourses in their L1 Japanese and in the L2 English.
Learners analyze how relative social status, distance, and imposition can
influence the language of request and the use of request strategies. Example
7 builds on a similar task but is part of an extended reflective journaling
exercise. Through writing, learners observe naturally occurring language
and reflect on the pragmatic norms and language forms of the data col-
lected. These tasks come out of the “learners-as-researchers” approach
12
(see Chapter 6), in which learners are encouraged to conduct lay research
through observation and analysis of the data they have gathered for 
themselves.
Example 6 – assessment of learners’ analysis of contextual factors
You did an excellent job of collecting authentic requests! Now let’s
look back at how requests are really used in context in your English
or Japanese data.
1
Comparing the dialogues you collected, analyze how S (social
status, age, gender), D (social/psychological distance), and