Making sense of learner performance on tests of productive vocabulary knowledge
Making sense of learner performance on tests of productive vocabulary knowledge
复制标题
了解学习者在生产性词汇知识测试中的表现
DOI：
10.1002/tesq.356
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发表时间：
2017
期刊：
影响因子：
3.2
通讯作者：
Fitzpatrick and Clenton
中科院分区：
文献类型：
--
作者：
Oga-Baldwin;W. L. Quint、Fryer;Luke K.;Fitzpatrick and Clenton
本文为语言学习教师和研究人员的一个重大问题提供了解决方案，该问题混淆了他们对测试数据的解释和期望：词汇知识测试的表面简单性掩盖了他们声称要测量的结构的复杂性。作者首先仔细研究了两种被广泛引用的生产性词汇量指标 Lex30（Meara & Fitzpatrick，2000 年）和词汇频率概况（LFP；Laufer & Nation，1995 年）中的任务要素，以更准确地理解测试成绩与学习者知识之间的关系。接下来，在三项实证研究（N=80、80、100）中，他们将第二语言学习者在作为静态参考点的 Lex30 上的表现与 LFP 和旨在研究词汇测试任务的特定元素的两项新测试进行了比较。相关性分析表明，测试捕获有关学习者单词知识质量和词汇资源大小信息的能力存在系统差异。利用这项实证工作的结果，作者制定了一个可以映射测试任务的词汇捕获模型。他们展示了如何捕捉测试分数和词汇能力之间关系的关键要素，可以指导教师和研究人员应用和解释词汇测试。
This article offers a solution to a significant problem for teachers and researchers of language learning that confounds their interpretations and expectations of test data: The apparent simplicity of tests of vocabulary knowledge masks the complexity of the constructs they claim to measure. The authors first scrutinise task elements in two widely cited productive vocabulary measures, Lex30 (Meara & Fitzpatrick, 2000) and the Lexical Frequency Profile (LFP; Laufer & Nation, 1995), to gain a more precise understanding of the relationship between test performance and learner knowledge. Next, in three empirical studies (N=80, 80, 100) they compare second language learners’ performance on Lex30, as the static point of reference, with LFP and with two new tests designed to investigate specific elements of the vocabulary test tasks. Correlation analyses indicate systematic differences in the tests’ capacity to capture information about the quality of learners’ word knowledge and the size of their vocabulary resource. Using the findings from this empirical work, the authors formulate a model of vocabulary capture onto which test tasks can be mapped. They demonstrate how capturing key elements of the relationship between test scores and lexical competence can guide teachers and researchers in applying and interpreting vocabulary tests.