Testing Vocabulary Knowledge: Size, Strength, and Computer Adaptiveness

Autor/inn/en	Laufer, Batia; Goldstein, Zahava
Titel	Testing Vocabulary Knowledge: Size, Strength, and Computer Adaptiveness
Quelle	In: Language Learning, 54 (2004) 3, S.399-436 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/j.0023-8333.2004.00260.x
Schlagwörter	Word Frequency; Vocabulary Development; Computer Assisted Testing; Recall (Psychology); English (Second Language); Second Language Learning; Language Tests + Suchen Sie Ihr Suchwort? Word analysis; Frequency; Wortanalyse; Häufigkeit; Wortschatzarbeit; Abberufung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language test; Sprachtest
Abstract	In this article, we describe the development and trial of a bilingual computerized test of vocabulary size, the number of words the learner knows, and strength, a combination of four aspects of knowledge of meaning that are assumed to constitute a hierarchy of difficulty: passive recognition easiest, active recognition, passive recall, and active recall hardest. The participants were 435 learners of English as a second language. We investigated whether the above hierarchy was valid and which strength modality correlated best with classroom language performance. Results showed that the hypothesized hierarchy was present at all word frequency levels, that passive recall was the best predictor of classroom language performance, and that growth in vocabulary knowledge was different for the different strength modalities. (Author).
Anmerkungen	Journal Customer Services, Blackwell Publishing, 350 Main Street, Malden, MA 02148. Tel: 800-835-6770 (Toll Free); Fax: 781-388-8232; e-mail: subscrip@bos.blackwellpublishing.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10