چکیده:
Over the last few decades, several aspects of pragmatic knowledge and its effects on teaching and learning a second language (L2) have been explored in many studies. However, among various studies, the area of interlanguage pragmatic (ILP) assessment is quite novel issue and many features of it have remained unnoticed. As ILP assessment has received more attention recently, the necessity of investigation on the EFL teachers‟ rating criteria for rating various speech acts has become important. In this respect, the present study aimed to investigate the native and non-native EFL teachers‟ rating scores and criteria regarding the speech act of request. To this end, 50 American ESL teachers and 50 Iranian EFL teachers participated to rate the EFL learners‟ responses to video-prompted Discourse Completion Tests (DCTs) regarding the speech act of request. Raters were supposed to rate the EFL learners‟ responses and mention their criteria for assessment. The results of the content analysis of raters‟ comments revealed nine criteria that they considered in their assessment. Moreover, the result of the t-test and chi-square analyses of raters‟ rating scores and criteria proved that there are significant differences between native and non-native EFL teachers‟ rating pattern. The results of this study also shed light on importance of sociopragmatic and pragmalinguistic features in native and non-native teachers‟ pragmatic rating, which can have several implications for L2 teachers, learners, and material developers.
خلاصه ماشینی:
"Native and Non-native Teachers’ Pragmatic Criteria for Rating Request Speech Act: The Case of American and Iranian EFL Teachers Minoo Alemi1*, Neda Khanlarzadeh 2 1 Department of TEFL, West Tehran Branch, Islamic Azad University,Tehran,Iran 2 MA Student, Sharif university of Technology, Tehran, Iran Received: 10/05/2015 Accepted: 28/12/2016 Over the last few decades, several aspects of pragmatic knowledge and its effects on teaching and learning a second language (L2) have been explored in many studies.
However, none of the previous studies on interlanguage pragmatic rating targeted the assessment process of the request speech act by NES and NNES teachers; therefore, the present investigation aimed to do it with addressing the following research questions: 1.
Data analysis The study was intended to find out the differences existing among NES and NNES raters’ rating criteria in their pragmatic assessments of request speech act; therefore, mixed-method analysis was employed, which consisted of both qualitative and quantitative analysis.
Conclusion This study revealed nine different criteria that NNES and NES EFL teachers considered in the course of rating DCTs of Iranian EFL learners about the request speech act.
They also did not mention some of the important criteria mentioned by NES as much; furthermore, they revealed more variations in ratings of DCTs. The inconsistencies observed in ratings of Iranian NNES raters based on the SDs and inappropriacy of EFL learners’ responses prove the need for teaching the L2 pragmatic conventions and norms to both EFL learners and teachers."