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The criteria by which raters judge pragmatic appropriateness of language learners’ speech acts are underexamined, especially when raters evaluate extended discourse. To shed more light on this process, the present study investigated what factors are salient to raters when scoring pragmatic appropriateness of extended request sequences, and which specific aspects of performance they attend to as appropriate or inappropriate. Three judges evaluated request sequences using a 6-point scale, marked appropriate and inappropriate elements of each request, and explained how they approached the rating of each response. It was found that all raters oriented to the appropriateness of a request sequence as a whole, paying attention not only to the request proper but also to all follow-up moves, including appreciation and closing. Additionally, raters oriented to the surrounding context: the same expressions, such as a specific appreciation statement, were rated as appropriate in some contexts and inappropriate in others. Raters also oriented to pragmatic competence broadly, paying attention not only to appropriate pragmatic strategies and expressions in a particular context, but also to such aspects as intonation and cultural knowledge. Finally, while native and near-native speaker tendencies were observed, target speaker norms were not. Implications for pragmatics teaching and assessment are discussed.Les criteres selon lesquels les evaluateurs jugent la pertinence pragmatique des actes de langage d’apprenants de langue n’ont pas suffisamment fait l’objet d’etudes, notamment lors de l’evaluation de longues conversations. Pour eclairer davantage le processus, la presente etude a cherche a determiner quels facteurs les evaluateurs jugent importants dans la pertinence pragmatique de sequences de requete etendues, et quels aspects specifiques de la performance ils estiment appropries ou pas. Trois juges ont evalue des sequences de requete selon une echelle de 6 points, ont indique les elements appropries et inappropries de chaque requete et ont explique comment ils avaient aborde l’evaluation de chaque reponse. Les resultats indiquent que tous les evaluateurs jugeaient de la pertinence d’une sequence de requete dans son integralite, portant attention non seulement a la requete comme telle mais aussi a toutes les demarches qui la suivaient, y compris le remerciement et la cloture. De plus, les evaluateurs tenaient compte du contexte : ils jugeaient qu’une meme expression, une declaration specifique d’appreciation par exemple, etait appropriee dans un contexte donne alors qu’elle ne l’etait pas dans un autre. Ils ont egalement considere la competence pragmatique globale, notant, au dela des strategies et des expressions pragmatiques appropriees dans un contexte donne, des aspects comme l’intonation et les connaissances culturelles. Finalement, si les evaluateurs ont observe des tendances de locuteurs natifs ou quasi-natifs, on ne peut en dire autant des normes de la langue cible. On discute des incidences de l’etude sur l’enseignement et l’evaluation des competences pragmatiques.

Rater Behaviour When Judging Language Learners’ Pragmatic Appropriateness in Extended Discourse