A01 cohe4573 01 se fm. Qxd

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F U R T H E R I S S U E S I N L E A R N I N G , T E A C H I N G , A N D A S S E S S M E N T
same situation, and use the data as a baseline in assessment. What would
such an assessment instrument look like? Below is an example of an exercise
in which research-based information about apologizing in Japanese is util-
ized by learners (and possibly by teachers as well) as a point of comparison
in assessment (which in this case is a form of self-assessment).
Example 1
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Situation: Yuta is a college student. He has an appointment with a
senior professor, Professor Ito in another department to discuss your
project. She is in her late fifties and although Yuta has communicated
with her by e-mail, he has not met her yet. The appointment is at 
3 today. However, for some reason, Yuta finds that he will not be 
able to make it. He calls the professor and asks if he could change 
the appointment. The professor sounds reluctant.
Prof. Ito (on the telephone):
“Hello. This is Ito.”
Yuta – 1: (identify yourself )
Prof. Ito:
“Oh, . . . san. What’s up with
you?”
Yuta – 2: (tell him that you won’t be able to come today)
Prof. Ito:
“Is that really so? Can’t you
make it at all?”
Yuta – 3: (present your reasons)
Prof. Ito:
“Oh, really? Are you all right?”
Yuta – 4: (ask if you can meet with him on another day.)
Prof. Ito:
“All right, let’s make it work this time. How about the same time
next week?”
Yuta – 5: (accept and apologize again)
Prof. Ito:
“That’s okay.”
Yuta – 6: (close the conversation)
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Adapted from Ishihara and Cohen (2004) and Ishihara and Maeda (2010).

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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
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The data presented in boxes below in this exercise are from a study by Hayashi
(1999).
Prof. Ito:
“OK.”
Yuta – 7: (say good-bye)