Validating a test to measure depth of vocabulary knowledge
This coverage figure is consistent with findings from reading research.Address correspondence to: Lars Stenius Stæhr, Centre for Internationalisation and Parallel Language Use, Department of English, Germanic, and Romance Studies, University of Copenhagen, Njalsgade 128-30, DK – 2300 Copenhagen S, Denmark; e-mail: [email protected] study thus provides empirical evidence that vocabulary knowledge is an important factor for successful listening comprehension in EFL.Furthermore, the results suggest that a lexical coverage of 98% is needed for coping with the spoken texts that constitute the listening test.We offer two main interpretations of these results, and discuss their implications for the construction and use of vocabulary size tests.This list is based on Cross Ref data as of 22 august 2019. Sources presented here have been supplied by the respective publishers. This article presents an empirical study that investigates the role of vocabulary knowledge in listening comprehension with 115 advanced Danish learners of English as a foreign language (EFL).
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).
One of these knowledge sources has been found to be vocabulary knowledge.
In order to define knowledge of a lexical item, in recent decades, various but generally complementary frameworks have been developed (Nation, 2001; Qian, 1998, 1999; Read, 1993; Wesche & Paribakht, 1996).
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.
Contextual factors include the importance of the unknown word to comprehension of the text (Brown, 1993); the characteristics of the word and the text containing the word, as well as the nature of the comprehension task (Fraser, 1999; Paribakht & Wesche, 1999); the length of the text (Haynes, 1993); the availability of clear contextual cues (Dubin & Olshtain, 1993); and the semantic richness of the context (Li, 1988).