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	In: Language Learning Journal, 50 (2022) 3, S.310-327 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bachelor, Jeremy W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2019.1709887
Schlagwörter	Pragmatics; Second Language Learning; Second Language Instruction; Teaching Methods; Computer Mediated Communication; Language Proficiency; Spanish; Evaluation Methods; Intercultural Communication; Cultural Awareness; Multiple Choice Tests; Language Tests; Achievement Gains; Pretests Posttests; Instructional Effectiveness; Videoconferencing; Speech Acts; Undergraduate Students; Native Speakers; Comparative Analysis + Suchen Sie Ihr Suchwort? Pragmalinguistik; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Computerkonferenz; Language skill; Language skills; Sprachkompetenz; Spanisch; Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Language test; Sprachtest; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Sprechakt; Muttersprachler
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 pretests, pragmatic interventions on compliment sequences were presented in class, followed by a repeat of the pretests (now posttests). 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 groundbreaking, the innovative nature of the assessment method used should encourage future researchers to use similar assessment techniques for measuring pragmatic proficiency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01