Examining how pragmatic competence in listening comprehension is tested in China’s university entrance examination (Gaokao)

Abstract

In recent years, the pragmatic competence of English learners has gained increased attention within the context of English as a lingua franca. However, how this competence is assessed in university entrance exams, particularly through listening tests, remains underexplored. This study analyzes the pragmatic content of China’s National Matriculation English Listening Test (NMET or Gaokao), including its questions and tape scripts. Using a new framework based on China’s Standards of English Language Ability, the research evaluates whether and to what extent pragmatic and cognitive skills are tested. The analysis of tape scripts considers three dimensions: thematic contexts aligned with the General Senior High School Curriculum Standards, the formality of social occasions, and the relationships between interlocutors. Findings suggest that the NMET primarily assesses general English proficiency, with limited emphasis on pragmatic competence. The tape scripts tend to focus on familiar topics and informal interactions, which may not accurately reflect authentic pragmatic language use. This study highlights the distinction between pragmatic competence testing and traditional English listening assessments, advocating for an integrated approach. The results point to the need to improve the design of listening instruction and testing to more effectively evaluate and develop students’ pragmatic listening skills.