Assessing L2 Pragmatic Proficiency Using a Live Chat Platform: A Study on Compliment Sequences

Autor/in	Bachelor, Jeremy W.
Titel	Assessing L2 Pragmatic Proficiency Using a Live Chat Platform: A Study on Compliment Sequences
Quelle	(2020), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Pragmatics; Second Language Learning; Second Language Instruction; Language Proficiency; Spanish; Student Evaluation; Teaching Methods; Instructional Effectiveness; Videoconferencing; Cultural Awareness; Comparative Analysis; Multiple Choice Tests; College Students; Pretests Posttests; Achievement Gains; Speech Acts + Suchen Sie Ihr Suchwort? Pragmalinguistik; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Spanisch; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Cultural identity; Kulturelle Identität; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Collegestudent; Achievement gain; Leistungssteigerung; Sprechakt
Abstract	The objective of this study was to employ a new tool for assessing pragmatic "proficiency" (over "performance") in L2 students and to determine if pragmatic lessons on compliment sequences had a positive impact on L2 Spanish students' intercultural competence. To this end, students at a Midwestern college engaged in live video chat pre-test conversations in Spanish in which a native speaker was instructed to compliment the student as to naturally assess the response. The student was not aware that s/he would be complimented; as such, this tool may be the most authentic way to assess student pragmatic proficiency within a classroom setting. For comparison purposes, a multiple choice test was also administered. After the pre-tests, pragmatic interventions on compliment sequences were presented in class, followed by a repeat of the pre-tests (now post-tests). Growth between the tests was the main focus of the data analysis process. Statistical and anecdotal results indicate that the pragmatic lessons greatly increased the students' ability to recognise appropriate compliment sequences in Spanish, but not to produce them. While these findings are not ground-breaking, the innovative nature of the assessment method used should encourage future researchers to use similar assessment techniques for measuring pragmatic proficiency. [This paper is published in "Language Learning Journal."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01