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1. Teaching and Learning pragmatics, where language and culture meet Norico Ishinara & Andrew D. Coren
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Teacher’s assessment
*1: Assessment of awareness *2: Assessment of language ✓ Excellent analysis ✓ Excellent language Good analysis Good language Need more work with the analysis Need more work with the language 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 3 1 1 order to understand the intended meaning accurately or to communicate ideas precisely as intended. Alternatively, learners may need cultural know- ledge or want cultural reasoning behind certain L2 pragmatic uses. Teachers might also give learners individual feedback and provide related examples or more extended interactive practice. Discussion Successful instruction in pragmatics cannot be complete without assessing learners’ receptive and productive ability in pragmatics, as well as their pragmatics-related analytic skills. This chapter has focused on teacher-based assessment of pragmatics in the everyday classroom context and has provided sample assessment instruments, learner language in those assessments, and sample teacher feedback. As has always been stressed in this book, pragmatic norms among competent L2 speakers encompass a healthy degree of vari- ation, which is why they are simply norms and not rigid rules. In order to use fairer judgment and enhance reliability, teachers may wish to call upon extra raters in assessing learners’ pragmatic awareness or ability. Raters would require some sort of training or background informa- tion as to the interpretation of each of the rubric or checklist criteria. Raters would also need to reach some level of consensus on the ratings of anchor samples (even though it is unlikely that raters will reach perfect agreement because their appraisals of what constitutes acceptable pragmatic perform- ance could vary). Although such a procedure is time-consuming and may not seem realistic for everyday practice, this process may work for a group of collaborating teachers. 21 The evaluative efforts introduced in this chapter are still preliminary and should be further refined and researched. Readers are invited to join these assessment endeavors and help enhance effective future practices. 21 This collaborative rating approach has been used successfully in writing portfolio assessment. Further details of the procedure for rater training (although not specifically about L2 pragmatics) can be found elsewhere (e.g., O’Malley and Valdez Pierce 1996). |
