This study explicates cognitive validity of task-based L2 pragmatic speaking assessment by examining reported strategy use of test takers at varying performance levels across different task types. Thirty university-level ESL learners completed four pragmatic speaking tasks that differ in the formality of pragmatic actions. Two trained raters scored the task-based pragmatic performances using analytical rating criteria and displayed a satisfactory level of consistency and accuracy in scoring the performances. The test-takers’ retrospective reports were transcribed and analyzed to develop a valid coding scheme that consists of cognitive, metacognitive, and pragmatic strategies. An association between the test-takers’ pragmatic performances scored by the trained raters and their reported strategy use was examined. The higher-ability test takers utilized diverse strategies more frequently, ranging from varied pragmatic strategies to strategies specifically related to managing task demands, compared to the lower-ability test takers. Further, the test takers utilized distinct types of strategies appropriate to handling unique pragmatic task situations and complexities involved in each pragmatic assessment task. These findings explain how the test takers cognitively interacted with the assessment tasks and what strategies potentially led to successful pragmatic performances. The implications of examining pragmatic strategy use were discussed in terms of advancing practices of teaching and assessing L2 pragmatics.

This paper examines the code-mixing phenomenon in Chinese internet language from top 10 websites. By analysing 250 code-mixing sentences, the study found most often used English words are NBA, love, CBD, flash, New etc. The semantic functions of these words are quite similar to research conducted in other contexts of Chinese cultural origin (e.g., Hong Kong and Taiwan). In addition, 200 questionnaires were sent out in order to better understand the general public's attitudes towards English mixing in Chinese internet discourse. The findings indicate that code-mixing is a trend in Chinese internet discourse, but there is not a sign of cultural invasion by those words because those words are purely having the linguistic function rather than other features. The study also suggests that though English mixing has become an inescapable trend, much attention still needs to be paid on how to balance the use of code-mixing, in order to make less confusion and refrain from cultural interference.

The purpose of the study was to investigate the cognitive processes of English as second language (L2) learners that are involved in their task-based pragmatic performances in academic settings. This study, therefore, examined the cognitive processes of 30 English L2 learners when engaging in various role-play-based pragmatic performances, such as requesting a recommendation letter from a professor and negotiating an agreeable meeting time with classmates. The qualitative analyses of the retrospective verbal reports (RVRs) data of the participants indicated that the learners employed a series of cognitive, metacognitive, and pragmatic strategies when accomplishing various speech acts (e.g., requests and refusals). This study hoped to make two new contributions to the field. First, the study provided empirical evidence to validate the theoretical taxonomy of the strategy use of learners in L2 pragmatics. Additionally, the theoretical foundations of current research on cognitive processes are primarily informed by pragmatic theories. Thus, the study aims to explicate a more comprehensive view of the cognitive processes of L2 learners in pragmatic performances by employing the theories from both pragmatic and learner strategy perspectives.

No abstract

This paper looks at issues on postgraduate students' academic writing by interviewing two academic staff at an English speaking university. From teachers' point of view, the study attempts to explain how to develop different kinds of skills to enable international students from EFL (English as a Foreign Language) backgrounds to apply the academic writing theories to their written assessment. The paper also aims to build a connection between students and academic staff with regard to the requirements and expectations of writing academically at university.