چکیده:
Among topics in the field of pragmatics, some seem to be in a more rigorous need of investigation. Pragmatic assessment and specifically the issue of pragmatic rating are among issues which deserve more thorough consideration. The purpose of this study was to examine rater criteria and its consistency and variability in the assessment of Iranian EFL learners’ production of compliments based on the teachers’ gender and teaching experience of the Iranian non-native English speaking raters (INNESRs). The data for this study were collected through WDCTs rating questionnaire from sixty Iranian EFL teachers and were later analyzed through descriptive statistics, t-tests and Chi-squares. The results of the study showed that Iranian EFL teachers consider seven macro criteria when rating EFL learners’ pragmatic productions regarding the speech act of compliment. The criteria include “politeness”(26.37%), “interlocutors’ characteristics and relationships” (22.83%), “variety and range” (19.68%), “sociopragmatic appropriateness” (14.17%), “sincerity” (10.23%), “complexity” (9.84%), and “linguistic appropriacy” (8.66%). The results of the t-test and chi-squares further showed that whereas there was no significant difference in the teachers’ ratings based on their gender and teaching experience, the difference was significant in the frequency of rating criteria provided by the raters. To conclude, the results of the study reinforces the need for rater training regarding the assessment of pragmatic productions based on pragmalinguistic and sociopragmatic norms.
خلاصه ماشینی:
The purpose of this study was to examine rater criteria and its consistency and variability in the assessment of Iranian EFL learners’ production of compliments based on the teachers’ gender and teaching experience of the Iranian non-native English speaking raters (INNESRs).
The results of the study showed that Iranian EFL teachers consider seven macro criteria when rating EFL learners’ pragmatic productions regarding the speech act of compliment.
For example, Alemi (2012) investigated the criteria that native English teachers and non-native Iranian English teachers consider when rating EFL learners’ pragmatic productions regarding the speech act of apology and refusal.
In the same line, Tajeddin and Alemi (2013) focused on the criteria that native English raters considered while rating EFL learners’ pragmatic competence.
In response to this need in the literature, this study aims at finding the criteria and patterns that Iranian EFL teachers hold to when rating EFL learners’ pragmatic productions regarding the speech act of compliment.
936) illustrate that there was not any significant difference between the female and male raters in the rating of the EFL learners’ pragmatic productions regarding the speech act of compliment.
e. while rating EFL learners pragmatic productions regarding the speech act of compliment, they have mentioned some criteria, but that was less than what was expected.
5. Discussion The purpose of this study was to explore the criteria INNESRs consider when rating EFL learners’ pragmatic productions, with a specific focus on the speech act of compliment.