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AssessingLanguagePragmatics:Who,WhatandHowPragmaticsWhoneedstobeassessed?Whattoassess?Conversationalskillsinsocialinteraction SpeechActs--doingthingswithwordsandutterances ReferenceandPresuppositions takingintoaccounttheperspectiveorknowledgestateofthelistener Extendeddiscoursegenres: e.g.,Narrative,Exposition Stylesor“registers”ofspeaking1.ConversationalSkillsGrice’sConversationalMaxims-CooperativePrinciples2.SpeechActs3.ReferentialSpecificity,Continuity,andPresuppositionsConversationalBreakdownsandRepairs4.ExtendedDiscourseGenres-Narratives5.SpeakingwithStyle-SpeechRegistersHowtoAssessHowtoassess1.ConversationalSkillsb)ConversationalAnalysisc)PragmaticProfile(Prutting&Kirchner,1987)PragmaticProfile(Prutting&Kirchner,1987)d)Children’sConversationalChecklist(Bishop,1998)Children’sConversationalChecklistChildren’sConversationalChecklist(cont)Children’sConversationalChecklistSummaryofConversationalAssessmentHowtoAssess2)SpeechActsKeyFeaturesofElicitedProductionMaterialsandProceduresTheSubjectSampleQuestionAskingThegirlispaintingsomething.AskmetherightquestionandI’llshowyoutheanswer.What?Wh-QuestionproductioninMAEandAAEspeakingchildrenfollowingallprompts.Wh-Questionproductionintypicallydevelopingandlanguageimpairedchildrenfollowingallprompts.Appropriatewhy-questionproductioninMAEandAAEspeakingchildrenfollowingsemanticprompt.Appropriatewhy-questionproductionintypically-developingandlanguage-impairedchildrenfollowingsemanticprompt.CommunicativeRoleTakingandUnderstandingSpeechActsPicturecontextfor“asking”(requestinganobjectoraction).Picturecontextfor“asking”(requestinganobjectoraction).CommunicativeRoleTakingintwoAAEspeakingfour-year-olds.Developmentofappropriatespeechactproductioninacommunicativeroletakingcontext(MAEversusAAEspeakingchildren)Developmentofappropriatespeechactproductioninacommunicativeroletakingcontext(typicallydevelopingversuslanguageimpairedchildren).HowtoAssess?3)ReferentialCommunicationandSpecificationReferenceSpecification--TestingProcedureHere