Abstract

With the increasing recognition of pragmatics as a crucial component of language competence, assessing L2 learners’ pragmatic abilities has become an essential area of study in second language acquisition. This literature review examines empirical studies on L2 pragmatic assessment, emphasizing its significance in language learning and teaching. Pragmatics plays a crucial role in communication by conveying both locutionary and illocutionary meaning, enabling effective discourse completion. This review explores three key aspects of L2 pragmatic assessment: the necessity of assessing pragmatic competence, the techniques employed for evaluation, and the challenges encountered in assessment design and implementation. The discussion highlights various assessment tools, including discourse completion tests (DCTs), role-plays, and checklists, alongside their advantages and limitations. Additionally, concerns related to validity, reliability, and practicality in pragmatic assessment are addressed. The review underscores the need for continued research and methodological refinement to enhance the accuracy and applicability of pragmatic assessment in second language acquisition.

Keywords: L2 pragmatics, Assessment, Assessment Techniques