pragmatic-competence
Filtering by topic pragmatic-competence(6)Clear all filters
- PaperLanguage Testing26 Jun 2026
Developing and Validating a Computerized Dynamic Diagnostic Assessment of Pragmatic Competence for Chinese Learners of English
Qi Lu, Ying Chen, Lianrui Yang
This study developed and validated a computerized dynamic diagnostic assessment of pragmatic competence (CDDA-P) for Chinese learners of English, focusing on refusals. Using empirically-derived response options from a corpus of 335 language users, the assessment diagnosed learners' strengths, weaknesses, and zones of proximal development, leading to significant improvement in pragmatic performance after mediation.
Original abstract
Recent initiatives have sought to integrate dynamic assessment and diagnostic assessment to facilitate language learning. Extending this line of innovation, the present study uses the example of refusals to illustrate the development and validation of a computerized dynamic diagnostic assessment of pragmatic competence (CDDA-P). To enhance the authenticity of assessed pragmatic performance, a bottom-up approach was adopted in item design, in which response options were empirically derived from a corpus of productions by 335 language users. The effectiveness of the CDDA-P was examined from three key perspectives: its ability to diagnose learners’ strengths and weaknesses, to identify their zones of proximal development (ZPDs) and learning potential, and to promote the development of learners’ pragmatic performance. A pretest–immediate posttest-delayed posttest design was employed to track changes in 66 Chinese learners’ performance before and after the implementation of the CDDA-P. Findings reveal that the CDDA-P can provide a fine-grained diagnosis of learners’ strengths and weaknesses in performing L2 refusals and identify their diverse ZPDs and learning potential. Furthermore, learners demonstrated significant improvement after mediation. This study presents both theoretical and methodological implications for the development of integrated dynamic and diagnostic language assessment, while also offering insights into promoting L2 pragmatic competence through assessment.
- PaperComputer Assisted Language Learning23 Jun 2026
Learning to disagree professionally: genAI roleplay and L2 business communication development
Shuai Wang, Binbin Chen, Tao Zhang, Huiqin Lv
This study explores the use of generative AI roleplay to help L2 learners practice professional disagreement in business communication contexts, finding potential benefits for pragmatic competence development.
- PaperRELC Journal19 Jun 2026
Assessing pragmatic competence in ELF spoken interaction: Analytic rubrics for a university programme
Paul McBride
This study proposes a framework of analytic rubrics for assessing pragmatic competence in English as a Lingua Franca (ELF) spoken interaction. The framework focuses on three constructs: intelligibility, linguistic accommodation, and communication strategies, drawing on ELF research and corpus data from a university program in Tokyo. It challenges native-speaker norms and aims to make pragmatic competence more overt and assessable in language teaching programs.
Original abstract
English functions as a widespread communicative resource which is protean − highly adaptable in form − and shaped by contingencies of context. This situated variability constitutes clear evidence that pragmatic competence is central in effective language use. Understandings of English as an emergent practice therefore inform the pedagogical and administrative framework of an English as a Lingua Franca (ELF) programme at a private university in Tokyo. Within this framework, departures from native-speaker norms are interpreted as expressions of the diversity of global English use rather than as deficiencies. Despite the importance of pragmatic competence for successful ELF interaction, its role in assessment within the programme has remained largely implicit, a limitation which forms the basis of the rationale for the present study. Accordingly, this study proposes a framework of analytic rubrics aimed at making pragmatic competence in speaking more overt and assessable, expressed through attention to three interrelated constructs: intelligibility; linguistic accommodation; and communication strategies. Founded on ELF research and established principles of language assessment, the framework emphasizes clarity-oriented intelligibility work, adaptive linguistic accommodation and multistep meaning−negotiation strategies, reflecting salient pragmatic processes identified in ELF research. Each construct is exemplified by samples drawn from the English as a Lingua Franca in Japan Corpus, a resource developed by teacher-researchers in the programme. The framework therefore challenges evaluative paradigms which reward linguistic ‘correctness’ and risk marginalizing multilingual speakers whose context-specific language use facilitates successful transcultural communication regardless of conformity to native norms. Although not yet implemented, its construct-oriented design is intended to support engagement with ELF-related pedagogies and to facilitate critical language awareness. The study also proposes future directions, including rubrics for written ELF and learner-facing iterations for self-assessment, while offering a reference point for integrating ELF-aware speaking assessment into English language teaching programmes.
- PaperRELC Journal4 Jun 2026
From pragmatic routines and children's books to global English pragmatic competence
Malila Prado, Adriana Mendes Porcellato
An innovative pedagogical activity using a Chinese translation of the picture book "What Do You Say, Dear?" helped undergraduate students in China develop pragmatic competence in English. Students engaged in translation tasks that required them to draw on translingual repertoires and negotiate meaning across languages and semiotic systems, moving beyond monolingual ideals. The approach fostered contextualized language awareness and Global English pragmatic competence by positioning students as multicompetent users.
Original abstract
This paper reflects on innovative pedagogical work conducted in English Language and Literature and Translation undergraduate courses offered in a university in China. In these courses, pragmatic routines were addressed through a corpus-informed Chinese translation of What Do You Say, Dear? , a picture book of manners featuring ordinary pragmatic routines embedded in fantastical scenarios, providing a playful yet contextualized entry point into critical discussions about language, culture and communication. In these activities, students follow a sequence of tasks required to complete possible translations while being invited to move between languages and semiotic systems, drawing on their translingual repertoires to negotiate meaning and justify choices. Rather than arriving at fixed equivalents, students are positioned as multicompetent users navigating between pragmatic norms. The pedagogical activity is designed purposefully to foster both contextualized language awareness and Global English pragmatic competence, with pragmatic meaning not modelled on monolingual ideals but constructed dialogically across languages.
- PaperRELC Journal13 Apr 2026
In conversation with Andy Kirkpatrick: Teaching and assessing pragmatic competence in a global Englishes context
Andy Kirkpatrick, Ian Walkinshaw
This interview with Andy Kirkpatrick explores approaches to teaching and assessing pragmatic competence within the framework of Global Englishes, emphasizing the need to move beyond native-speaker norms.
- PaperERIC — ELT & TESOL1 Jan 2026
Pragmatics in TESOL
Naoko Taguchi
This paper reviews the field of second language pragmatics from conceptual, methodological, and pedagogical angles. It discusses various frameworks of pragmatic competence, critically examines research methods, and summarizes effective teaching approaches. The paper also identifies gaps and future directions in L2 pragmatics research.
Original abstract
This paper presents an overview of the field of second language pragmatics (L2 pragmatics) from the conceptual, methodological, and pedagogical perspectives. The paper first introduces different conceptualizations of pragmatic competence that have emerged over the last few decades. Within these conceptualizations, common investigative research methods are discussed critically, followed by a summary of pedagogical approaches used to teach pragmatic competence. The paper concludes with future directions at conceptual, methodological, and pedagogical levels, highlighting the limitations and gaps existing in the current literature.