Validation of a Web-Based Test of ESL Pragmalinguistics

Autor/in	Roever, Carsten
Titel	Validation of a Web-Based Test of ESL Pragmalinguistics
Quelle	In: Language Testing, 23 (2006) 2, S.229-256 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1191/0265532206lt329oa
Schlagwörter	Familiarity; Test Validity; Speech Acts; Interlanguage; Factor Analysis; Construct Validity; Pragmatics; Second Language Learning; Language Tests; English (Second Language); Computer Assisted Testing; Internet; Multiple Choice Tests; Language Proficiency; Knowledge Level + Suchen Sie Ihr Suchwort? Testvalidität; Sprechakt; Zielsprache; Faktorenanalyse; Pragmalinguistik; Zweitsprachenerwerb; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Language skill; Language skills; Sprachkompetenz; Wissensbasis
Abstract	Despite increasing interest in interlanguage pragmatics research, research on assessment of this crucial area of second language competence still lags behind assessment of other aspects of learners' developing second language (L2) competence. This study describes the development and validation of a 36-item web-based test of ESL pragmalinguistics, measuring learners' offline knowledge of implicatures and routines with multiple-choice questions, and their knowledge of speech acts with discourse completion tests. The test was delivered online to 267 ESL and EFL learners, ranging in proficiency from beginner to advanced. Evidence for construct validity was collected through correlational analyses and comparisons between groups. The effect of browser familiarity was found to be negligible, and learners generally performed as previous research would suggest: their knowledge of speech acts increased with proficiency, as did their knowledge of implicature. Their knowledge of routines, however, was strongly dependent on L2 exposure. Correlations between the sections and factor analysis confirmed that the routines, implicatures, and speech act sections are related but that each has some unique variance. The test was sufficiently reliable and practical, taking an hour to administer and little time to score. Limitations and future research directions are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10