158 / 2018-03-11 10:56:45

Interpreting vocabulary knowledge task scores: implications for vocabulary assessment development

interpreting vocabulary task scores,vocabulary capture model,vocabulary assessment development

全体主题 > Standards in developing language assessments

The current study explores the productive vocabulary knowledge captured by three vocabulary knowledge task formats. The study builds on findings from Fitzpatrick & Clenton (2017) and redefines how interpretations of vocabulary knowledge need refining. Additionally, we follow Walters (2012) who suggests that lexical frequency profiles from vocabulary measures provide more ‘useful’ information than the reporting of an individual task score.

We report on a study in which we assess the productive vocabulary knowledge of 160 first language Japanese learners of English (L2) with three vocabulary tasks: Lex30 (Meara & Fitzpatrick, 2000); G-Lex (Fitzpatrick & Clenton, 2017); and, the Productive Vocabulary Levels Test (PVLT; Laufer and Nation, 1999). Lex30 uses a word association task format, eliciting up to four responses to each of its 30 stimuli. G-Lex task, uses 24 gap-fill sentences, eliciting up to five items for each gap. The PVLT is a ‘controlled’ measure of productive vocabulary task for knowledge of five frequency levels (2k, 3k, 5k, UWL, and 10k) with 18 items per level. Each item is presented in a meaningful sentence with the first letters of the target item provided. We analyse data according to both original task procedure, in addition to Walters’ suggested examination of profiles.

We respond to Fitzpatrick and Clenton (2017), reporting findings from three specific analyses, namely: the extent to which the vocabulary knowledge targeted by each task (i) are 'thoroughly known’; (ii) follow frequency profiling predictions; and, (iii) consistently relate to size and proficiency. We report an updated as well as revised vocabulary capture model, discussing specific and broad task interpretations in terms of both vocabulary and language assessment development.