Validating a test to measure depth of vocabulary knowledge

Breadth of vocabulary knowledge is defined as vocabulary size, or the number of words for which a learner has at least some minimum knowledge of meaning (Nation, 2001).

Various types of assessment tools with varied formats have been used to measure this dimension of vocabulary knowledge, including tests that require the learner to identify a synonym or definition for a particular word, to translate a word into L1, or to use checklists (Wesche & Paribakht).

How many words constitute a representative sample of the underlying population of words that the test is intended to measure? Google(); req('single_work'); $('.js-splash-single-step-signup-download-button').one('click', function(e){ req_and_ready('single_work', function() ); new c. Language-learners, teachers, and researchers agree that vocabulary is an essential element in the process of learning a language (Schmitt, 2008), because words are the primary conveyors of meaning (Vermeer, 2001) and thus carry the main information load in communication.In such cases, learners use certain strategies to compensate for their insufficient L2 lexical knowledge.The primary strategy that learners use when they attempt to identify the meanings of unknown words is lexical inferencing, which "involves making informed guesses as to the meaning of a word in light of all available linguistic cues in combinations with the learner's general knowledge of the world, her awareness of context and her relevant linguistic knowledge" (Haastrup, 1991, p. Paribakht and Wesche (1999) found that their university English-as-a-second language (ESL) students used inferencing in about 78% of all cases where they actively tried to identify the meanings of unknown words.

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