Teacher based assessment of l2 japanese
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Teacher based assessment of l2 japanese
Ishihara, N. (in press) DRAFT. Teacher-based assessment of L2 Japanese pragmatics: Classroom applications. In s. Ross & G. Kasper ( Eds. ). Assessing Teacher based assessment of l2 japanese second language pragmatics. Basingstoke. UK: Palgrave Macmillan.Teacher-based assessment of L2 Japanese pragmatics: Classroom applications Noriko Ishihara. Hosei University. Columbian University Teachers College Japan Campus1 IntroductionIn this chapter, the potential utility and limitations of tea Teacher based assessment of l2 japanese cher-based assessment are explored in the Japanese-as-a-foreign-language classroom context. Teacher-based assessment constitutes "a more teacher-mediaTeacher based assessment of l2 japanese
ted, context-based, classroom-embedded assessment practice,” which IS situated in opposition to traditional formal assessment that is often externallyIshihara, N. (in press) DRAFT. Teacher-based assessment of L2 Japanese pragmatics: Classroom applications. In s. Ross & G. Kasper ( Eds. ). Assessing Teacher based assessment of l2 japanese essment, or authentic assessment (e.g.. Brown & Hudson. 1998; O'Malley & Valdes-Pierce, 1996; Rea-Dickins, 2008). Despite the rigorous efforts to measure learners’ pragmatic competence (e.g.. Ahn. 2005; Brown. 2001: Enochs & Yoshitake-Strain, 1999; Hartford & Bardovi-Harlig, 1992: Hudson 2001; Hudso Teacher based assessment of l2 japanese n. Detmer, & Brown. 1992. 1995; Itomitsu. 2009; Liu. 2006; Rintell & Mitchell. 1989; Rose. 1994; Roever. 2005; Yamashita. 1996), their application toTeacher based assessment of l2 japanese
everyday classrooms long remained underdeveloped (Hudson. 2001). The assessment of learners' pragmatic competence in classroom contexts has only begunIshihara, N. (in press) DRAFT. Teacher-based assessment of L2 Japanese pragmatics: Classroom applications. In s. Ross & G. Kasper ( Eds. ). Assessing Teacher based assessment of l2 japanese ective assessment for L2 pragmatics in the classroom; the same concern is true for researchers and teacher educators if pragmatics is to be promoted in L2 instruction and teacher development.155I argue that the teacher-based assessment demonstrated in this chapter aims to be authentic in principle ( Teacher based assessment of l2 japanese albeit not necessarily in reality) in a twofold manner. Firstly, teacherbased assessment aims to be reflective of the pragmatic variation that existsTeacher based assessment of l2 japanese
in authentic interactions at multiple levels. Secondly, the assessment is made not only of learners' pragmatic competence but alsofor its further deveIshihara, N. (in press) DRAFT. Teacher-based assessment of L2 Japanese pragmatics: Classroom applications. In s. Ross & G. Kasper ( Eds. ). Assessing Teacher based assessment of l2 japanese for research vs. assessing outside of the laboratoryAlthough pragmatic norms in the target language are used as a reference point in both instruction and assessment, they can differ depending on interlocutors' subjectivity and social backgrounds as well as various (and often subtle) contextual facto Teacher based assessment of l2 japanese rs and diverse conununity practices (e.g., interlocutors' regional, social, gender, ethnic, or generational backgrounds, relative social status, psychTeacher based assessment of l2 japanese
ological and social distance, interactional structures and sequences. Schneider & Barron. 2008). These multiple layers of pragmatic variation mean thaIshihara, N. (in press) DRAFT. Teacher-based assessment of L2 Japanese pragmatics: Classroom applications. In s. Ross & G. Kasper ( Eds. ). Assessing Teacher based assessment of l2 japanese l the more challenging.When learners' pragmatic performance is assessed by raters as part of the research or test method, a further complication is that pragmatic variation extends not only to the participants but to the raters as well. Interrater reliability is crucial in studies in which learners’ Teacher based assessment of l2 japanese pragmatic competence is measured with a single yardstick shared among the raters for each measure. While we need to ensure through rater training thaTeacher based assessment of l2 japanese
t raters share the same (or a sufficiently close) understanding of the assessment criteria, it is possible that even with agreed-upon criteria, ratersIshihara, N. (in press) DRAFT. Teacher-based assessment of L2 Japanese pragmatics: Classroom applications. In s. Ross & G. Kasper ( Eds. ). Assessing Teacher based assessment of l2 japanese e of pragmatic variation. Roever (2008) acknowledges that raters will have disagreements if they are to assess the politeness and appropriateness of learners’ pragmatic competence, hl fact, ill laguchi's (2011) research, even with an initial norming session in which a five-point rating scale was pro Teacher based assessment of l2 japanese vided with examples, the four raters, who varied in their backgrounds, look issue with differ ent aspects of die learners' production and came up withTeacher based assessment of l2 japanese
different ratings (c.g.. verbosity, clarity of the message, level of directness, use of positive politeness strategies). Taguchi’s post hoc interviewIshihara, N. (in press) DRAFT. Teacher-based assessment of L2 Japanese pragmatics: Classroom applications. In s. Ross & G. Kasper ( Eds. ). Assessing Teacher based assessment of l2 japanese , the raters formulated their perceptions of appropriateness and politeness and discussed their discrepancies to establish common ground in their rating criteria. Taguchi concludes that despite the rater variation, overall interrater reliability was acceptable and that raters with diverse cultural b Teacher based assessment of l2 japanese ackgrounds and teaching experiences may be normed and trained. Thus, in research contexts that require standardization, a balancing act may be achievaTeacher based assessment of l2 japanese
ble that ensures reliable ratings that encompass some measure of rater variation.hl authentic contexts, the learners' mteraclants arc their real languIshihara, N. (in press) DRAFT. Teacher-based assessment of L2 Japanese pragmatics: Classroom applications. In s. Ross & G. Kasper ( Eds. ). Assessing Teacher based assessment of l2 japanese spectives, and they usually will not undergo rater training or norming. This means that they may have different sets of assessment criteria as to what constitutes appropriate behavior when interpreting learners’ pragmatic language use. One rater may notice pragmatic divergence in a learner and lake Teacher based assessment of l2 japanese offense, while another may be unconcerned. For example, learners’ interlocutors may or may not interpret learners' pragmatic behavior based on what thTeacher based assessment of l2 japanese
ey perceive as a range of native-speaker norms (sec lino. 1996; Tshihara & Tarone. 2009). They may assess leniently based on the perceived level of leIshihara, N. (in press) DRAFT. Teacher-based assessment of L2 Japanese pragmatics: Classroom applications. In s. Ross & G. Kasper ( Eds. ). Assessing Teacher based assessment of l2 japanese ackgrounds.Furthermore, because learners’ pragmatic use of language is shaped by their subjective perspectives, the range of the pragmatic norms they choose to utilize in their production may diverge from that of other target language speakers (Ishihara & Tarone, 2009; Siegal, 1996; Taguchi, 2012), Teacher based assessment of l2 japanese which adds another layer of pragmatic variation. In such a case, care must be taken in assessment so as not to penalize learners for non-target-like bTeacher based assessment of l2 japanese
ehavior for which they deliberately opted. While learners' pragmatic awareness or comprehension can be assessed in reference to what is typically viewIshihara, N. (in press) DRAFT. Teacher-based assessment of L2 Japanese pragmatics: Classroom applications. In s. Ross & G. Kasper ( Eds. ). Assessing Teacher based assessment of l2 japanese convey, rather than on the range of target language norms (Ishihara. 2009). So if assessment of learners' pragmatic competence is to be made more authentically in the field than in the laboratory, those layers of pragmatic variation that reside in the learners and their interactants must be taken in Teacher based assessment of l2 japanese to consideration.1.2 Teacher-based assessment in the classroom contextTeacher-based assessment as explored in this chapter addresses teachers' and leaTeacher based assessment of l2 japanese
rners' needs in the classroom context. Teacher-based assessment is often formative and integrated into instruction. It can be performance-based in thaIshihara, N. (in press) DRAFT. Teacher-based assessment of L2 Japanese pragmatics: Classroom applications. In s. Ross & G. Kasper ( Eds. ). Assessing Teacher based assessment of l2 japanese , learners draw on their prior knowledge and relevant skills, often in interactive discourse (Brown. 2004; O'Malley & Valdes-Pierce. 1996). The defining characteristics of teacher-based classroom assessment include (but are not limited to): the use of multiple and158complementary instruments, an act Teacher based assessment of l2 japanese ive role played by the students, the use of meaningful real-world tasks, the exercise of higher-order cognition, an emphasis on the process as well asTeacher based assessment of l2 japanese
the product, the integration of various language modalities, in-advance presentation of evaluative criteria to the students (as well as to other stakIshihara, N. (in press) DRAFT. Teacher-based assessment of L2 Japanese pragmatics: Classroom applications. In s. Ross & G. Kasper ( Eds. ). Assessing Teacher based assessment of l2 japanese instance, evaluative criteria in assessment rubrics can highlight what pragmatic aspects are important and need to be learned. The criteria can be weighted differently, indicating the different degrees to which each aspect is viewed as crucial in using language appropriately.In teacher-based assess Teacher based assessment of l2 japanese ment, learners' competences ate typically described or summarized in a descriptive narrative, written in terms of what learners are able to do. as welTeacher based assessment of l2 japanese
l as what they need to work on further. In other words, assessment can provide diagnostic information regarding the learners' current state of pragmatGọi ngay
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