Assessing L2 Implicature Using a Context sensitive Speaking Test

Assessing L2 Implicature Using a Context sensitive Speaking Test

L2 learners’ understanding of implicature has traditionally been assessed using highly-controlled fixed-response tests, such as multiple-choice listening tests. However, to enhance the authenticity and construct validity of implicature assessment, additional methods, such as a context-sensitive speaking test, need to be explored. This study presents validity evidence for a context-sensitive implicature speaking test that includes two types of implicature (conventional and formulaic implicature). The test items were developed by incorporating context- specific pragmatic variables (e.g., speech acts, relationship between interactants) and interactional features of conversation (e.g., pre-sequences of indirect request). Fifty L2 English learners’ performances on the implicature speaking test were scored by five trained raters using analytical rating criteria. The test-takers’ spoken responses were transcribed and analyzed qualitatively to examine the extent to which their performance features serve as valid evidence for assessing L2 pragmatic competence. The findings indicated that the test-takers’ performances varied systematically across pragmatic performance levels, reflecting diverse characteristics of L2 pragmatic competence and an improved ability to interpret implied meaning. The findings highlight the potential of using a direct speaking test to assess implicature and offer implications for teaching implicature.