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
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The actual learner language in samples 1 and 2 is adapted from Ishihara (2004: 47,
56) and sample 3 is from Bardovi-Harlig and Hartford (1991: 45–6).
Activity 15.1 Assessing learners’ pragmatic skills
Objectives
1
You will be able to assess learner language and give feedback to students.
2
You will vary your assessment strategies by viewing how other participant 
teachers deal with learner language.
Suggested time:
30 minutes.
Materials:
Task sheet: “Assessing learner language for pragmatics”.
Directions
1
First, work individually at this task, as is probably the case with classroom-based
assessment. Read the sample learner language given in the task sheet and write
down what you would actually say in response to the learners. Consider learners’
goals and intentions in evaluating their responses and inform learners of how 
their responses would be most likely interpreted in the target community (see
Examples 8–10 in this chapter).
2
With someone next to you, discuss your written feedback to learners.
3
Each pair reports back to the whole group as to the similarities and differences
between each others’ assessment and feedback.
Discussion/wrap-up
Consider and discuss the insights and challenges that you may have gained or encoun-
tered while doing this task. What solutions might there be to the issues and challenges
in assessing learners’ pragmatic use of language?
Task sheet: Assessing learner language for pragmatics
Read the following authentic learner-language samples
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provided in comic font,
assess them, and give feedback under “Teacher’s comments” as you would in your
classroom setting.

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Sample 3
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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Sample 1
Sample 2
Your friend, Kate, is giving you praise. 
Write your response as if you were talking 
to her.
Kate: I like your hat.
You:
Keep liking.
Indicate your intention as a speaker.
X
I want to make a response the way most
people do in the community.
__ I would want my response to sound (a
little) more (formal/informal), (polite/
impolite), or ________ than most 
other people.
__ I choose not to use common behavior
because ______________
__ Other (Specify: ________________ )
Teachers’ comments:
Your friend, Steve, is complimenting you on
your class presentation. Write your response 
as if you were talking to him.
Steve: Nice job!
You:
No, I didn’t do well.
Indicate your intention as a speaker.
__ I want to make a response the way
most people do in the community.
X
I would want my response to sound 
( a little ) more (formal/informal),
(polite/ impolite), or humble than 
most other people.
__ I choose not to use common
behavior because _____________
__ Other (Specify: _______________ )
Teachers’ comments:
You are a graduate student in your academic advisor’s office. You are dis-
cussing the courses you are going to take next semester. Your advisor recom-
mends an ESL writing course but you really don’t want to take it. Now role-play
with the advisor.
Advisor (A): You do need to take a couple of English courses but . . .
Student (S): But I think this Sentence Writing may . . . Sentence Writing is too
simple.
A: Well, why do you think it’s too simple?
S: Because in Taiwan I do I did a lot of exercise on that . . .
A: Umm, do you know how it’s taught here?
S: I don’t know, but I think . . . because I understand fundamental of paragraph
writing. The only deficiency I have is experience, so I think I can improve by
myself·

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