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Rater variation in pragmatic assessment: The impact of the linguistic background on peer-assessment and self-assessment

Authors
  • Sonnenburg-Winkler, Sunni L.1
  • Eslami, Zohreh R.2
  • Derakhshan, Ali3
  • 1 Allen Academy, 3201 Boonville Rd., Bryan , (United States)
  • 2 4232 Texas A&M University, College Station , (United States)
  • 3 Faculty of Humanities and Social Sciences, Shahid Beheshti Campus, Golestan University, Shahid Beheshti St. Gorgan, P. O. Box: 155 , (Iraq)
Type
Published Article
Journal
Lodz Papers in Pragmatics
Publisher
De Gruyter
Publication Date
Jul 28, 2020
Volume
16
Issue
1
Pages
67–85
Identifiers
DOI: 10.1515/lpp-2020-0004
Source
De Gruyter
Keywords
License
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Abstract

The present study investigates variability among raters from different linguistic backgrounds, who evaluated the pragmatic performance of English language learners with varying native languages (L1s) by using both self- and peer-assessments. To this end, written discourse completion task (WDCT) samples of requesting speech acts from 10 participants were collected. Thereafter, the participants were asked to assess their peers’ WDCTs before assessing their own samples using the same rating scale. The raters were further asked to provide an explanation for their rating decisions. Findings indicate that there may indeed be a link between a rater’s language background and their scoring patterns, although the results regarding peer- and self-assessment are mixed. There are both similarities and differences in the participants’ use of pragmatic norms and social rules in evaluating appropriateness.

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