Testing ESL Sociopragmatics
Development and Validation of a Web-based Test Battery
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Bilingual Education, Teaching, Language Arts, Study & Teaching
| Author: | Catherine Elder, Catriona Fraser, Carsten Roever | ISBN: | 9783653982527 |
| Publisher: | Peter Lang | Publication: | August 6, 2014 |
| Imprint: | Peter Lang GmbH, Internationaler Verlag der Wissenschaften | Language: | English |
| Author: | Catherine Elder, Catriona Fraser, Carsten Roever |
| ISBN: | 9783653982527 |
| Publisher: | Peter Lang |
| Publication: | August 6, 2014 |
| Imprint: | Peter Lang GmbH, Internationaler Verlag der Wissenschaften |
| Language: | English |
Testing of second language pragmatics has grown as a research area but still suffers from a tension between construct coverage and practicality. In this book, the authors describe the development and validation of a web-based test of second language pragmatics for learners of English. The test has a sociopragmatic orientation and strives for a broad coverage of the construct by assessing learners’ metapragmatic judgments as well as their ability to co-construct discourse. To ensure practicality, the test is delivered online and is scored partially automatically and partially by human raters. We used the argument-based approach to validation, which showed that the test can support low-stakes decisions about learners’ knowledge of sociopragmatics in English.
Testing of second language pragmatics has grown as a research area but still suffers from a tension between construct coverage and practicality. In this book, the authors describe the development and validation of a web-based test of second language pragmatics for learners of English. The test has a sociopragmatic orientation and strives for a broad coverage of the construct by assessing learners’ metapragmatic judgments as well as their ability to co-construct discourse. To ensure practicality, the test is delivered online and is scored partially automatically and partially by human raters. We used the argument-based approach to validation, which showed that the test can support low-stakes decisions about learners’ knowledge of sociopragmatics in English.
