Assessing pragmatic aspects of L2 communication: Why, how and what for

Assessment can be defined as expressing a value judgement on something/someone, that is, as explicitly indicating where a given person/thing stands in terms of their intrinsic and/or perceived qualities. It is a multi-faceted phenomenon not only because it may focus on the emotional reaction that the object of assessment may determine, the properties it displays as a member of a given category, and/or its social-normative adequacy and appropriacy in a given context,2 but also because it is an act of reflection and communication, combining a careful consideration of the object of assessment and the expression of the opinion formed and attitude developed as a result of that careful examination (Hunston 1994: 191). Assessment is also a practice that affects interpersonal relationships. Since it consists in taking a favourable or unfavourable stand on what is being assessed, and thus conveying a positive or negative description of it, it may, respectively, enhance or threaten the positive face of the person whose behaviour or work is being assessed. Finally, assessment may impact the scope of action of the recipient of assessment. That is, positive assessment may entitle them to a given right and/or encourage them to take a future course of action, while negative assessment may involve depriving them of that right or discourage them from embarking on a given plan. Therefore the outcome of assessment has implications for their negative face too.