L1 Pragmatic Cultural Schema and Pragmatic Assessment: Variations in Non-Native Teachers' Scoring Criteria

Autor/inn/en	Dabbagh, Ali; Babaii, Esmat
Titel	L1 Pragmatic Cultural Schema and Pragmatic Assessment: Variations in Non-Native Teachers' Scoring Criteria
Quelle	In: TESL-EJ, 25 (2021) 1, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dabbagh, Ali) ORCID (Babaii, Esmat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Scoring; Pragmatics; Native Language; Second Language Learning; Task Analysis; Language Teachers; Evaluation Criteria; Language Tests; Experienced Teachers; Beginning Teachers; Second Language Instruction; Schemata (Cognition); Transfer of Training; Teacher Attitudes; Language Role; English (Second Language); Faculty Development; Language Proficiency; Foreign Countries; Rating Scales; Cultural Influences; Teacher Characteristics; Iran; Michigan Test of English Language Proficiency + Suchen Sie Ihr Suchwort? Bewertung; Pragmalinguistik; Zweitsprachenerwerb; Aufgabenanalyse; Language teacher; Sprachunterricht; Language test; Sprachtest; Junior teacher; Junglehrer; Fremdsprachenunterricht; Cognition; Schema; Kognition; Training; Transfer; Ausbildung; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Ausland; Rating-Skala; Cultural influence; Kultureinfluss
Abstract	The present study investigated non-native speaker (NNS) teachers' data-driven criteria in scoring multiple-rejoinder written discourse completion test tasks (MR-WDCT) and their points of (mis)match with expert-driven criteria. Specifically, this study scrutinized factors considered by NNS experienced and novice teachers in evaluating responses to MR-WDCT containing examinees' first language (L1) pragmatic cultural schemas. To this end, 10 experienced and 10 novice male and female NNS teachers participated in two rounds of semi-structured interviews wherein they elaborated on their scoring criteria and commented on the expert-driven criteria. Content analysis of the results revealed that: a) pragmalinguistic and sociopragmatic factors were considered for scoring, though in different patterns, by both the experienced and novice NNS teachers; b) observing perceived native speaker (NS) norms for pragmatic cultural schemas was found to be of more significance for the experienced teachers than for the novice ones and in varying severity; c) following L1 pragmatic cultural schemas was considered to be acceptable only if it would not lead to misunderstanding; and d) both NNS experienced and novice teachers' data-driven scoring criteria partially matched with the expert-driven criteria. The findings highlight the role of L1 pragmatic cultural schemas in English as a lingua franca (ELF) pragmatic assessment and the need to train NNS teachers in rating such tests. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01