Pragmatic competence is an integral and indispensable component of overall language competence.
Omitting the pragmatic dimension from language assessment is therefore quite unfortunate.
This book describes the development and validation of three test methods designed to test the
interlanguage pragmatic knowledge of EFL learners. Altogether 413 subjects participated in the
development of the tests. Results showed that all three methods investigated had measured
learners' interlanguage pragmatic knowledge. Quantitative analyses showed that the tests tapped
the intended construct and the test methods measured a similar construct. Analyses of verbal
reports yielded results which supported the quantitative analyses and revealed that the
construct-relevant knowledge was involved in the test takers' cognitive activities. This book
ends with some pedagogical implications of this study and directions for further research.
