7 Testing of L2 pragmatics: The challenge of implicit knowledge
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Carsten Roever
Abstract
The testing of L2 pragmatics has been a core part of Andrew Cohen’s work. This area has seen steadily increasing research interest with several testing instruments being developed based on both a speech act perspective and an interactional competence perspective. One issue that has received very little attention is the distinction between implicit and explicit pragmatic knowledge. This is in contrast to more general SLA work where these types of L2 knowledge and their implications for language learning and teaching have been thoroughly discussed. This paper intends to raise the profile of the distinction between explicit and implicit pragmatic knowledge and show how different assessment instruments in L2 pragmatics testing differentially engage these knowledge types. An argument is presented for a greater emphasis on measures of implicit pragmatic knowledge in pragmatics assessment.
Abstract
The testing of L2 pragmatics has been a core part of Andrew Cohen’s work. This area has seen steadily increasing research interest with several testing instruments being developed based on both a speech act perspective and an interactional competence perspective. One issue that has received very little attention is the distinction between implicit and explicit pragmatic knowledge. This is in contrast to more general SLA work where these types of L2 knowledge and their implications for language learning and teaching have been thoroughly discussed. This paper intends to raise the profile of the distinction between explicit and implicit pragmatic knowledge and show how different assessment instruments in L2 pragmatics testing differentially engage these knowledge types. An argument is presented for a greater emphasis on measures of implicit pragmatic knowledge in pragmatics assessment.
Kapitel in diesem Buch
- Frontmatter I
- Preface V
- Acknowledgements XI
- Contents XIII
- List of contributors XVII
- Introduction 1
-
Part I: Learning and teaching speech acts
- 1 Pragmatic competence and speech-act research in second language pragmatics 11
- 2 Systemic functional linguistics applied to analyze L2 speech acts: Analysis of advice-giving in a written text 27
- 3 Learning about L2 Spanish requests abroad through classroom and ethnography-based pragmatics instruction 58
- 4 Effectiveness of a post-study abroad pedagogical intervention in learning compliments and compliment responses in L2 Spanish 81
- 5 ¡Madre mía de mi alma!: Pragmalinguistic variation and gender differences in perception of piropos in Badajoz, Spain 103
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Part II: Assessing pragmatic competence
- 6 Assessing L2 pragmatic competence 131
- 7 Testing of L2 pragmatics: The challenge of implicit knowledge 142
- 8 The DCT as a data collection method for L2 humor production 156
- 9 Strategic competence and pragmatic proficiency in L2 role plays 179
-
Part III: Analyzing discourses in L2 digital contexts
- 10 Researching digital discourse in second language pragmatics 197
- 11 Pragmalinguistic variation in L2 Spanish e-mail requests: Learner strategies and instructor perceptions 208
- 12 Affordances of game-enhanced learning: A classroom intervention for enhancing concept-based pragmatics instruction 236
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Part IV: Current issues in L2 pragmatics
- 13 Explicit knowledge in L2 pragmatics? 255
- 14 Studying speech acts: An expanded scope and refined methodologies 270
- 15 Converging agendas of rationalist and discursive approaches for the development of a pedagogy of L2 pragmatics 286
- 16 From a native-nonnative speaker dichotomy to a translingual framework 300
- 17 An introduction to discourse markers 314
- Epilogue: A personal tribute to Andrew Cohen 336
- Index 339
Kapitel in diesem Buch
- Frontmatter I
- Preface V
- Acknowledgements XI
- Contents XIII
- List of contributors XVII
- Introduction 1
-
Part I: Learning and teaching speech acts
- 1 Pragmatic competence and speech-act research in second language pragmatics 11
- 2 Systemic functional linguistics applied to analyze L2 speech acts: Analysis of advice-giving in a written text 27
- 3 Learning about L2 Spanish requests abroad through classroom and ethnography-based pragmatics instruction 58
- 4 Effectiveness of a post-study abroad pedagogical intervention in learning compliments and compliment responses in L2 Spanish 81
- 5 ¡Madre mía de mi alma!: Pragmalinguistic variation and gender differences in perception of piropos in Badajoz, Spain 103
-
Part II: Assessing pragmatic competence
- 6 Assessing L2 pragmatic competence 131
- 7 Testing of L2 pragmatics: The challenge of implicit knowledge 142
- 8 The DCT as a data collection method for L2 humor production 156
- 9 Strategic competence and pragmatic proficiency in L2 role plays 179
-
Part III: Analyzing discourses in L2 digital contexts
- 10 Researching digital discourse in second language pragmatics 197
- 11 Pragmalinguistic variation in L2 Spanish e-mail requests: Learner strategies and instructor perceptions 208
- 12 Affordances of game-enhanced learning: A classroom intervention for enhancing concept-based pragmatics instruction 236
-
Part IV: Current issues in L2 pragmatics
- 13 Explicit knowledge in L2 pragmatics? 255
- 14 Studying speech acts: An expanded scope and refined methodologies 270
- 15 Converging agendas of rationalist and discursive approaches for the development of a pedagogy of L2 pragmatics 286
- 16 From a native-nonnative speaker dichotomy to a translingual framework 300
- 17 An introduction to discourse markers 314
- Epilogue: A personal tribute to Andrew Cohen 336
- Index 339
