Developing an Interlanguage Pragmatic Competence Test on Routines in a Chinese EFL Context

Autor/inn/en	Xu, Lan; Wannaruk, Anchalee
Titel	Developing an Interlanguage Pragmatic Competence Test on Routines in a Chinese EFL Context
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 9 (2016) 2, S.49-67 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	Language Tests; Test Construction; Pragmatics; Interlanguage; English (Second Language); Second Language Learning; Second Language Instruction; Test Reliability; Test Validity; Foreign Countries; Item Analysis; Item Response Theory; Content Analysis; Translation; Multiple Choice Tests; Undergraduate Students; Majors (Students); Asian Culture; Transfer of Training; Cloze Procedure; China + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Testaufbau; Pragmalinguistik; Zielsprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Testreliabilität; Testvalidität; Ausland; Itemanalyse; Item-Response-Theorie; Inhaltsanalyse; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Training; Transfer; Ausbildung; Lückentext
Abstract	Performing routines in interlanguage is vitally important for EFL learners since it can cause embarrassment between speakers from different cultures. The present study aims to 1) investigate the reliability and validity of an interlanguge pragmatic competence test on routines in a Chinese EFL context with multiple choice discourse completion task (MDCT), 2) examine the statistical characteristics of the test, and 3) explore the test takers' strategies used in the process of taking the test. Altogether 390 students from China took part in the study. The data were collected with the interlanguage pragmatic competence test on routines and think aloud protocol. Data analyses methods included the split-half method, item analysis theory, descriptive statistics, an independent T-test and content analysis. The results indicate that 1) the interlanguage pragmatic competence test on routines showed strong reliability and validity in the Chinese EFL context, 2) interlanguage pragmatic routines were not easy for the Chinese EFL learners, and situational routines were easier than functional routines, and 3) three strategies: repeated reading, interpreting or translating, and weighing options or justifying responses, were used in the process of taking the test by the Chinese EFL learners. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01