Assessing the L2 pragmatic awareness of non-native EFL teacher candidates: Is spotting a problem enough?
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Karen Glaser
Karen Glaser is Assistant Professor of TEFL/TEYL at University of Leipzig, Germany. She holds a PhD in English Applied Linguistics from Leuphana University Lüneburg/Germany, an MA in TESL from Kent State University, Ohio/USA, and an MA in English and Applied Linguistics from TU Dresden/Germany. Her research interests include interlanguage pragmatics, classroom interaction, L2 literacy acquisition, and digital media in TEFL. She has authored the monograph
Inductive or Deductive? The Impact of Method of Instruction on the Acquisition of Pragmatic Competence in EFL , and her papers have appeared in edited volumes and international peer-reviewed journals such asIntercultural Pragmatics andStudy Abroad Research in Second Language Acquisition .
Abstract
The assessment of pragmatic skills in a foreign or second language (L2) is usually investigated with regard to language learners, but rarely with regard to non-native language instructors, who are simultaneously teachers and (advanced) learners of the L2. With regard to English as the target language, this is a true research gap, as nonnative English-speaking teachers (non-NESTs) constitute the majority of English teachers world-wide (Kamhi-Stein 2016). Addressing this research gap, this paper presents a modified replication of Bardovi-Harlig and Dörnyei’s (1998) renowned study on grammatical vs. pragmatic awareness, carried out with non-NEST candidates. While the original study asked the participants for a global indication of (in)appropriateness/ (in)correctness and to rate its severity, the participants in the present study were asked to identify the nature of the violation and to suggest a repair. Inspired by Pfingsthorn and Flöck (2017), the data was analyzed by means of Signal Detection Theory with regard to Hits, Misses, False Alarms and Correct Rejections to gain more detailed insights into the participants’ metalinguistic perceptions. In addition, the study investigated the rate of successful repairs, showing that correct problem identification cannot necessarily be equated with adequate repair abilities. Implications for research, language teaching and language teacher education are derived.
About the author
Karen Glaser is Assistant Professor of TEFL/TEYL at University of Leipzig, Germany. She holds a PhD in English Applied Linguistics from Leuphana University Lüneburg/Germany, an MA in TESL from Kent State University, Ohio/USA, and an MA in English and Applied Linguistics from TU Dresden/Germany. Her research interests include interlanguage pragmatics, classroom interaction, L2 literacy acquisition, and digital media in TEFL. She has authored the monograph Inductive or Deductive? The Impact of Method of Instruction on the Acquisition of Pragmatic Competence in EFL, and her papers have appeared in edited volumes and international peer-reviewed journals such as Intercultural Pragmatics and Study Abroad Research in Second Language Acquisition.
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Appendix: Scenarios
Unproblematic (U) situations
Snack Bar
Eric goes to the snack bar to get something to eat before class.
Assistant: May I help you?
Eric: A cup of coffee please.
Assistant: Would you like some cream in it?
Eric: Yes, please.
Shopping
Phil and Brad are co-workers who run into each other downtown while shopping. Phil’s wife
Pat is in another store waiting for Phil to pick her up from there. Brad is keen to keep discussing some work-related issues with Phil, but Phil doesn’t have the time for a chat.
Brad: … I am concerned, Phil, as you mentioned yesterday, that there may be a number of questions that just cannot be answered without me being there.
Phil: Uh, listen Brad, Pat’s waiting for me at the bookstore to pick her up.
Brad: Yeah? Okay.
Phil: Why don’t you call me later?
Books
Anna is talking to her professor in his office when she knocks over some books from his desk,
which fall to the floor on his side. The professor bends down to pick them up.
Anna (rushing to help him): Oh no! I'm really sorry! Let me help you pick them up.
Horse Ranch
Claire and Judy are co-workers at a horse ranch. They’re discussing house decorations.
Claire: The house is a piece of garbage but, you know, I’m getting attached to it.
Judy: The inside is starting to look nice because you’re renovating it.
Claire: The only thing that was done well on that house was the masonry work.
Judy: Well, anyway – it is starting to look nice on the inside.
Claire: Yeah, I guess... thanks. Listen, do we have enough time to run by the vet clinic before we pick up my truck? They close at 5:30.
Dinner
Leah would like to invite Mila, an exchange student, to her house for dinner, but Mila cannotcome.
Leah: Mila, would you like to come over for dinner this evening?
Mila: Oh, how nice, thank you…. But I’m sorry, I can’t. I'd really like to come but I have a difficult history test tomorrow and I need to study tonight.
Grammar (G) situations
Double Past
Sophia has borrowed a book from a classmate, Ben. Ben needs it back, but Sophia has forgotten to bring it.
Ben: Sophia, do you have the book I gave you last week?
Sophia: Oh…. Oh no…. I'm really sorry but I was in a rush this morning and I didn't brought it today.
Missing Auxiliary
After class, Alex would like to ask his instructor for a book.
Alex: Ms. Smith?
Ms. Smith: Yes, Alex?
Alex: Could I possibly borrow this book over the weekend if you not need it?
Advice
Peter is talking to his professor about an exam he failed and which he needs to retake. The conversation is almost finished.
Professor: Well, I think that's all I can help you with at the moment.
Peter: That's great. Thank you so much for all the advices.
Inversion
Kevin needs directions to the library. He asks another student.
Kevin: Excuse me, could you please tell me where is the library?
Missing Gerund
Andrew is Ken’s new colleague on the editorial team of their company’s newsletter. He has just e-mailed Ken his article draft on their cafeteria’s new vegan line when he meets him in the hallway.
Andrew: Hi Ken, I’ve just e-mailed you my cafeteria article for the newsletter.
Ken: Great, thanks, I’m looking forward to read it!
Pragmatics (P) situations
Missing Apology
Paul is going to the library to meet up with Michael to work on their presentation. He is quite late.
Paul: Hi Michael.
Michael: Hi… hey, I've been waiting for over half an hour for you. Weren't we supposed to meet at 4?
Paul: I couldn't come earlier. And anyway, we don't have to hurry anywhere.
Overpolite Request
Melissa goes to the snack bar to get something to eat before class.
Assistant: How can I help you?
Melissa: Would you be so kind as to give me a sandwich and a yogurt, please?
Missing Grounder
Lisa and her co-workers are planning her company’s annual get-together. Greg is in the middle of assigning the different tasks.
Greg: OK, so we'll need a restaurant that seats 45. Lisa, could you do an online search and check out the restaurants downtown for our next meeting?
Lisa: Uhm, no, sorry, I can't.
Impolite Request
Tim has made an appointment with his professor to talk about his research project. After discussing his ideas with her, he says:
Tim: Oh, and here is a draft of the consent form I’d like to give to the participants to sign. It would be good if you could double-check it for me.
Impolite Suggestion
Nicole is on campus and happens to walk by the office of one of her instructors. This reminds her that she needs to ask him something about her term paper. She knocks on the door.
Instructor: Yes, come in.
Nicole: Hello, Mr. Gordon. Are you busy?
Instructor: Erm ... I'm afraid so. Could you come back later?
Nicole: OK, I'll be here tomorrow morning at 9.
© 2020 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Assessing pragmatic aspects of L2 communication: Why, how and what for
- Issues in the assessment of L2 pragmatics
- Assessing the L2 pragmatic awareness of non-native EFL teacher candidates: Is spotting a problem enough?
- Rater variation in pragmatic assessment: The impact of the linguistic background on peer-assessment and self-assessment
- Assessing pragmatic competence in oral proficiency interviews at the C1 level with the new CEFR descriptors
- Developing Pragmatic Competence in English Academic Discussions: An EAP Classroom Investigation
- Evaluating the appropriacy of Ritual Frame Indicating Expressions (RFIEs): A case study of learners of Chinese and English
Artikel in diesem Heft
- Frontmatter
- Assessing pragmatic aspects of L2 communication: Why, how and what for
- Issues in the assessment of L2 pragmatics
- Assessing the L2 pragmatic awareness of non-native EFL teacher candidates: Is spotting a problem enough?
- Rater variation in pragmatic assessment: The impact of the linguistic background on peer-assessment and self-assessment
- Assessing pragmatic competence in oral proficiency interviews at the C1 level with the new CEFR descriptors
- Developing Pragmatic Competence in English Academic Discussions: An EAP Classroom Investigation
- Evaluating the appropriacy of Ritual Frame Indicating Expressions (RFIEs): A case study of learners of Chinese and English
