From Linguistic Skills to Pragmatic Competence: The Role of Functional Adequacy in Task-Based Teaching and Learning

doi:10.65961/AJELT-2021-1-003

PDF(218 KB)

Asian Journal of English Language Teaching ›› 2021, Vol. 30 ›› Issue (1) : 61-76. DOI: 10.65961/AJELT-2021-1-003

Research Articles

From Linguistic Skills to Pragmatic Competence: The Role of Functional Adequacy in Task-Based Teaching and Learning

Gavin BUI¹, Chi Him WONG²

Author information +

History +

Abstract

Despite advancements in the tripartite framework of task-based second language performance assessment, namely complexity, accuracy and fluency (CAF), func- tional adequacy (FA) has not gained sufficient attention in the field. It can be argued that language learners may be able to produce linguistically advanced speech that may not be pragmatically appropriate or achieve the goals of the task they set out to complete. In light of this, the current paper explains the notion of functional adequacy, stresses its importance in being integrated into the conventional CAF language assessment parameters, and outlines the rela- tionship between CAF and FA. Finally, it proposes areas for further research and suggestions for the use of FA in task-based second language teaching.

Cite this article

EndNote

Ris (Procite)

Bibtex

Download Citations

Gavin BUI, Chi Him WONG. (2021). From Linguistic Skills to Pragmatic Competence: The Role of Functional Adequacy in Task-Based Teaching and Learning.Asian Journal of English Language Teaching , 30(1): 61-76. https://doi.org/10.65961/AJELT-2021-1-003

References

Bui, G. (2021). Influence of learners’ prior knowledge, L2 proficiency and pre-task planning time on L2 lexical complexity. IRAL-International Review of Applied Linguistics in Language Teaching, 59(4), 543-567. https://doi.org/10.1515/iral-2018-0244
Bui, G., & Huang, Z. (2018). L2 fluency as influenced by content familiarity and planning: Performance, methodology and pedagogy. Language Teaching Research, 22(1), 94-114. https://doi.org/10.1177/1362168816656650
Bui, G., & Skehan, P. (2018). Complexity, fluency, and accuracy. In J. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-8). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0046
Bulté, B., & Housen, A. (2012). Defining and operationalising L2 complexity. In A. Housen, F. Kuiken, & I. Vedder (Eds), Dimensions of L2 performance and proficiency: Investigating complexity, accuracy and fluency in SLA (pp. 21-46). John Benjamins. https://doi.org/10.1075/lllt.32.02bul
Chomsky, N. (1957). Syntactic structure. Mouton.
De Jong N. H., Steinel M., Florijn A. F., Schoonen R., & Hulstijn J. H. (2007). The effect of task complexity on fluency and functional adequacy of speaking performance.Journal of Educational Psychology, 99(3), 477-491.
—.(2012a). Facets of speaking proficiency. Studies in Second Language Acquisition, 34(1), 5-34. https://doi.org/10.1017/S0272263111000489
—.(2012b). The effect of task complexity on functional adequacy, fluency and lexical diversity in speaking performances of native and non-native speakers. In A. Housen, F. Kuiken, & I. Vedder (Eds.), Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA (pp. 121-142). John Benjamins. https://doi.org/10.1075/lllt.32.06jon
Foster P., Tonkyn A., & Wigglesworth G. (2000). Measuring spoken language: A unit for all reasons. Applied Linguistics, 21, 354-375. https://doi.org/10.1093/applin/21.3.354
Foster, P., & Wigglesworth, G. (2016). Capturing accuracy in second language performance: The case for a weighted clause ratio. Annual Review of Applied Linguistics, 36, 98-116. https://doi.org/10.1017/S0267190515000082
Gilabert, R., & Barón, J. (2018). Independently measuring cognitive complexity in task design for interlanguage pragmatics development. In N. Taguchi & Y. Kim (Eds.), Task-based approaches to teaching and assessing pragmatics(pp. 160-190). John Bejamins.
Halliday M. A.K., & Martine, J. R. (1993). Writing science: Literacy and discursive power University of Pittsburgh Press Literacy and discursive power. University of Pittsburgh Press.
Herraiz-Martínez, A. (2018). Functional adequacy: The influence of English- medium instruction, English proficiency and previous language learning experience [Unpublished doctoral dissertation, University Jaume I]. http://dx.doi.org/10.6035/14110.2018.368282
Hismanoglu, M. (2011). An investigation of ELT students’ intercultural communicative competence in relation to linguistic proficiency, overseas experience and formal instruction. International Journal of Intercultural Relations, 35(6), 805-817. https://doi.org/10.1016/j.ijintrel.2011.09.001
Housen, A, & Kuiken, F. (2009). Complexity, accuracy and fluency in second language acquisition. Applied Linguistics 30(4), 461-473. https://doi.org/10.1093/applin/amp048
Hulstijn, J. H. (2007). The shaky ground beneath the CEFR: Quantitative and qualitative dimensions of language proficiency. The Modern Language Journal, 91(4), 663-667. https://doi.org/10.1111/j.1540-4781.2007.00627_5.x
Kuiken F.(n.d.).The assessment of functional adequacy and the relation with linguistic complexity in L2 writing. https://www.arts.kuleuven.be/ling/taalenonderwijs/valilex/documenten/kuiken_150223
Kuiken F.,& Vedder, I.(2008). Cognitive task complexity and written output in Italian and French as a foreign language. Journal of Second Language Writing, 172007.08.003
—.(2017). Functional adequacy in L2 writing: Towards a new rating scale. Language Testing, 34(3), 321-336. https://doi.org/10.1177%2F0265532216663991
—.(2018). Assessing functional adequacy of L2 performance in a task-based approach. In N. Taguchi & Y. Kim (Eds.), Task-based approaches to teaching and assessing pragmatics (pp. 266-285). John Benjamins. https://doi.org/10.1075/tblt.10.11kui
—.(2019). From CAF to CAFFA. Measuring linguistic performance and functional adequacy in task-based language teaching. Keynote speech presented at Eighth International Conference on Task-Based Language Teaching (August 19-21), Carleton University, Ottawa, Canada.
Kuiken F., Vedder I., & Gilabert R. (2010). Communicative adequacy and linguistic complexity in L2 writing. In I. Bartning, M. Martin, & I. Vedder (Eds.), Communicative proficiency and linguistic development: Intersections between SLA and language testing research (pp. 81-100). European Second Language Association.
Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16, 307-322. https://doi.org/10.1093/applin/16.3.307
Leung, C. (2005). Convivial communication: Recontextualizing communicative competence. International Journal of Applied Linguistics, 15(2), 119-144. https://doi.org/10.1111/j.1473-4192.2005.00084.x
Malvern, D., & Richards, B. (2002). Investigating accommodation in language proficiency interviews using a new measure of lexical diversity. Language Testing, 19(1), 85-104. https://doi.org/10.1191%2F0265532202lt221oa
McCarthy P. M. (2005). An assessment of the range and usefulness of lexical diversity measures and the potential of the measure of textual, lexical diversity [PhD dissertation, The University of Memphis]. ProQuest Dissertations Publishing (UMI No. 3199485). https://doi.org/10.1044/1058-0360(2013/12-0083)
Meara, P., & Bell, H. (2001). P_Lex: A simple and effective way of describing the lexical characteristics of short L2 texts.Prospect, 16(3), 5-19.
Michel, M. (2017). Complexity, accuracy and fluency in L2 production. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 50-68). Routledge. https://doi.org/10.43249781315676968
Norris, J. M., & Ortega, L. (2009). Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied Linguistics, 30, 555-578. https://doi.org/10.1093/applin/amp044
Nuzzo, E., & Bove, G. (2020). Assessing functional adequacy across tasks: A comparison of learners’ and native speakers’ written texts. EuroAmerican Journal of Applied Linguistics and Languages, 7(2), 9-27. http://doi.org/10.21283/2376905X.12.175
Pallotti, G. (2009). CAF: Defining, refining and differentiating constructs. Applied Linguistics, 30(4), 590-601. https://doi.org/10.1093/applin/amp045
—.(2019). An approach to assessing the linguistic difficulty of tasks. Journal of the European Second Language Association, 3(1), 58-70. https://doi.org/10.22599/jesla.61
Read, J. (2000). Assessing vocabulary. Cambridge University Press..
Révész A., Ekiert M., & Torgersen E. N. (2016). The effects of complexity, accuracy, and fluency on communicative adequacy in oral task performance. Applied Linguistics, 37(6), 828-848. https://doi.org/10.1093/applin/amu069
Ryan J.,& Granville, S.(2020). The suitability of film for modelling the pragmatics of interaction: Exploring authenticity. System, 89, 1-13. https://doi.org/10.1016/j.system.2019.102186
Segalowitz, N. (2010). Cognitive bases of second language fluency. Routledge. https://doi.org/10.4324/9780203851357
Tavakoli, P., & Skehan, P. (2005). Strategic planning, task structure, and performance testing. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 239-277). John Benjamins. https://doi.org/10.1075/lllt.11.15tav
Taguchi, N., & Kim, Y. (Eds.). (2018). Task-based approaches to teaching and assessing pragmatics. John Benjamins.
Skehan, P. (2009). Lexical performance by native and non-native speakers on language-learning tasks. In B. Richards, H. Daller, D. D. Malvern, & P. Meara (Eds.), Vocabulary studies in first and second language acquisition: The interface between theory and application (pp. 107-124). Palgrave Macmillan. https://doi.org/10.1057/9780230242258_7
Takimoto, M. (2020). Investigating the effects of cognitive linguistic approach in developing EFL learners’ pragmatic proficiency. System, 89, 1-14. https://doi.org/10.1016/j.system.2020.102213
Vasylets O., Gilabert R., & Manchón R. M. (2020). Task modality, communicative adequacy and CAF measures: The moderating role of task complexity. In R. M. Manchón (Ed.), Writing and language learning: Advancing research agendas (pp. 183-206). John Benjamins. https://doi.org/10.1075/lllt.56.08vas
Youn S. J.(2013). Validating task-based assessment of L2 pragmatics in interaction using mixed methods [PhD Dissertation, University of Hawai’i at Manoa]. ProQuest Dissertations Publishing. 3577270. https://www.proquest.com/openview/c52d8908a1efb15fd2b4fe203c2bf869/1?pq-origsite=gscholar&cbl=18750&diss=y

Funding

This research was supported by generous funding (Ref. No. UGC/ FDS14/H13/20) from the Research Grants Council, University Grants Committee, Hong Kong.