Professional Documents
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609
S. J. Ross and G. Kasper (Eds.). (2013). Assessing Second Language Pragmatics. Basingstoke:
Palgrave Macmillan. 384 pp. ISBN 9781137352132 (pbk) £23.99.
Assessing Second Language Pragmatics is a recent volume from the Palgrave Advances
in Language and Linguistics series, edited by Steven J. Ross and Gabriele Kasper.
The importance of assessing second language learners’ pragmatic abilities is becom-
ing evident. Over the last twenty years or so, there has been a proliferation of studies that
have endeavoured to specify the construct(s) of pragmatic competence and to develop
assessment instruments including elicitation tasks and rating scales. The present volume
is the first book-length collection of recent empirical studies in this field. With the
increasing research interest in assessing pragmatic abilities, it would seem difficult to
show the diversity in research focus. This volume, however, manages to give readers an
informative and logically organized overview of the diverse line of research in this field.
The editors were able to bring together researchers who, building on earlier research
designs of pragmatic assessment, used not only traditional methods of data analysis but
also some novel approaches to advance the field. The book does not advocate a particular
method; the aim is to introduce the different approaches, thus aiding readers to explore
changes in professional thinking in pragmatic assessment. Within the various chapters
that make up the book, there is an extensive review of relevant published literature; how-
ever, it is worth noting that at least some knowledge of the field of pragmatics is useful
in order to get the most out of the book.
After the first introductory chapter, which provides an overview of the main concepts
in pragmatic assessment extremely well, the chapters are organized into two parts.
Chapters in Part 1 use a variety of theoretical frameworks and focus on measuring differ-
ent pragmatic constructs employing a variety of assessment instruments. Chapters in Part
2, on the other hand, use a conversation analytic (CA) framework to investigate prag-
matic aspects of interaction realized in oral language tests.
Chapters in Part 1 examine the validity of assessment instruments and procedures that
have been designed to test pragmatic competence. Some chapters investigate how already
existing measures can be used with new populations, whereas others investigate the use
of new instruments. Within these chapters, approaches to assessing productive skills and,
610 Language Testing 33(4)
task at the beginning and at the end of their language program. Her findings indicate that
there are indeed changes in the conversational structure of learners’ speech (e.g. length
of turns, sequential organization); however, these developments in the novice partici-
pant’s rating were not reflected in the ratings. She argues that frequent language prob-
lems may have made interactional developments in learners’ production less obvious to
raters, especially at lower levels.
Chapters 10–12 focus on the effect of interviewers’ way of repair in OPIs. Kasper’s
study in chapter 10 shows how the timing of the interviewer’s third-position repair
(Schegloff, 1992), aiming to redirect candidates’ focus back onto the task instructions,
can affect the progress of the interview. She also raises awareness of the fact that can-
didates’ and interviewers’ orientations to the OPI are different, with candidates treating
it as real-life conversation and interviewers using it as an instrument for language test-
ing. Okada and Greer’s study in chapter 11 investigates interlocutors’ interactional
intervention when candidates struggle with understanding a role-play task. They sug-
gest that interviewer training should address the use of effective interactional strate-
gies. Ross and O’Connell, in chapter 12, also investigate the interviewer’s role in the
successful outcome of role-play assessment tasks and they, similarly, recommend
interlocutors’ training in interactional strategies in order to help candidates to display
their interactional competence.
A distinctive feature of the volume is that although its main focus is assessment, it
does not ignore the relevance of the field of pragmatics to classroom practice. In particu-
lar, chapters 5 and 13 might be of interest to teachers who are somewhat familiar with
pragmatics and are keen on experimenting with new methods regarding the teaching and
assessment of pragmatic competence in their classroom.
What would have added to the value of this volume is clearer discussion on the issue
of what we are benchmarking learners’ speech against in tests. Although different authors
make some reference to this, it is fairly diluted within the overall themes of the chapters.
Research shows that some pragmatic task formats can be more easily benchmarked
against native speaker (NS) norms than others. Defining this expected norm, for exam-
ple, is a particularly pertinent issue when strategic competence and interactional compe-
tence come under scrutiny in role-play tasks, since there is less native speaker agreement
when sociopragmatic competence is judged (Matsumura, 2001). This omission, how-
ever, does not undermine the book nor distract from its importance.
In conclusion, from the range of studies in this volume it seems clear that although
no consensus has been reached yet on the exact construct(s) of pragmatic competence
or the most effective tool with which to assess it, the assessment focus seems to have
shifted more towards measuring pragmatic competence in interaction. The studies in
this volume raise awareness of the extent to which particular assessment tools and
interviewers’ interactional practices can influence the outcome of pragmatic assess-
ment and the importance of innovative approaches for shaping the future direction in
this field. It is essential reading for everyone who wants to gain insight into the differ-
ent theoretical frameworks, the validity of existing and new assessment instruments,
and novel data analysis methods used in research into pragmatic assessment. L2 lan-
guage assessment practitioners will find useful information for extending their under-
standing of pragmatic assessment, while students will find this a valuable source for
612 Language Testing 33(4)
master’s or PhD-level research. Language teachers also may find some innovative
ideas for classroom practice.
References
Kasper, G. (2006). Speech acts in interaction: Towards discursive pragmatics. In K. Bardovi-
Harlig, J. C. Felix-Brasdefer & A. S. Omar (Eds.), Pragmatics and language learning, vol. 11
(pp. 281–314). University of Hawai’i at Manoa: National Foreign Language Resource Centre.
Matsumura, S. (2001). Learning the rules for offering advice: A quantitative approach to second
language socialization. Language Learning, 51(4), 635–679.
Purpura, J. (2004). Assessing grammar. Cambridge: Cambridge University Press.
Schegloff, E. A. (1992). Repair after next turn: The last structurally provided defense in intersub-
jectivity in conversation. American Journal of Sociology, 98, 1295–1345.