ABSTRACT
Formal or informal assessment of learners’ pragmatic ability,both receptive and productive, is an indispensable component in the teaching of pragmatics. Assessment of learners’ ability gives insights
as to what the students have and have not learned. Assessment also gives
teachers feedback as to how effective their instruction has been, and how
well the assessment itself has been planned out and conducted. It is a rela-
tively recent phenomenon that pragmatics has been incorporated into the
curriculum in a rigorous manner. Since efforts to assess learners’ pragmatic
ability in the classroom setting have appeared to lag behind these instruc-
tional efforts, it is our intention in this book to give greater attention to this
issue.
