Grammatical competency or pragmatic competency: An examination of the language features related to proficiency scores in oral interviews
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The present study aimed to examine the impacts of two measures of language competency,grammatical and pragmatic competency, on proficiency scores in oral interviews. Theparticipants of this study were 23 university students from South Korea and China. For thedata collection, a semi-structured oral interview was administered to evaluate their oralEnglish proficiency, and each student’s recorded interviews were evaluated again in terms ofgrammatical competency and pragmatic competency respectively, based on the providedrubrics. Further, another set of semi-structured interview was conducted to investigate whatthe test administrators considered to constitute the main features of oral proficiency. Thesescores were then subjected to a Pearson correlation to identify any relationship betweenproficiency scores and grammatical competency scores, as well as between proficiency scoresand pragmatic competency scores. The results of this study illustrated that both grammaticaland pragmatic competency scores showed high correlations with oral proficiency scores. However, pragmatic competency showed a higher correlation than grammatical competency,and a medium effect size was found between two correlation values. The findings of thisstudy imply the importance of pragmatic competency in communication and necessity ofinstruction targeted at to enhancing students’ pragmatic competency in second language (L2)teaching.
Abstract
The present study aimed to examine the impacts of two measures of language competency,grammatical and pragmatic competency, on proficiency scores in oral interviews. Theparticipants of this study were 23 university students from South Korea and China. For thedata collection, a semi-structured oral interview was administered to evaluate their oralEnglish proficiency, and each student’s recorded interviews were evaluated again in terms ofgrammatical competency and pragmatic competency respectively, based on the providedrubrics. Further, another set of semi-structured interview was conducted to investigate whatthe test administrators considered to constitute the main features of oral proficiency. Thesescores were then subjected to a Pearson correlation to identify any relationship betweenproficiency scores and grammatical competency scores, as well as between proficiency scoresand pragmatic competency scores. The results of this study illustrated that both grammaticaland pragmatic competency scores showed high correlations with oral proficiency scores. However, pragmatic competency showed a higher correlation than grammatical competency,and a medium effect size was found between two correlation values. The findings of thisstudy imply the importance of pragmatic competency in communication and necessity ofinstruction targeted at to enhancing students’ pragmatic competency in second language (L2)teaching.
참고문헌 (32)
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