Are C-tests valid measures for L2 vocabulary research?

1994 ◽  
Vol 10 (2) ◽  
pp. 157-187 ◽  
Author(s):  
Carol A. Chapelle
Keyword(s):  
Second Language ◽  
Construct Validity ◽  
Test Performance ◽  
Measurement Theory ◽  
Current Measurement ◽  
Test Method ◽  
Placement Testing ◽  
Definition Of ◽  
Vocabulary Assessment ◽  
L2 Vocabulary

Second language (L2) researchers (Singleton and Little, 1991) have sug gested that C-tests, developed as norm-referenced measures for proficiency and placement testing (Klein-Braley, 1985), can be used in L2 vocabulary research. This article illustrates how researchers can bring to bear essentials of measurement theory on L2 research by weighing validity justifications pertaining to use of the C-test method for vocabulary assessment in L2 research. Validity is defined using the predominant framework from current measurement theory (Messick, 1989) and its relevance for L2 research is explained. The cornerstone of the definition is construct validity, which requires a definition of the construct to be measured - interlanguage vocabulary (i.e., vocabulary ability). A theoretical definition of vocabulary ability is presented and used to consider justifications for and against interpreting C-test performance as indicative of vocabulary ability. On the basis of evidence concerning construct validity and utility as well as the consequences of interpretations, the potentials and limitations of the C-test method for L2 vocabulary research are identified.

Investigating the role of vocabulary size in second language speaking ability

2018 ◽  
Vol 24 (4) ◽  
pp. 540-556 ◽  
Author(s):  
Takumi Uchihara ◽  
Jon Clenton
Keyword(s):  
Second Language ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Future Research ◽  
Vocabulary Size ◽  
Expert Rating ◽  
L2 Speaking ◽  
Vocabulary Assessment ◽  
L2 Vocabulary

The current study investigates the extent to which receptive vocabulary size test scores can predict second language (L2) speaking ability. Forty-six international students with an advanced level of L2 proficiency completed a receptive vocabulary task (Yes/No test; Meara & Miralpeix, 2017) and a spontaneous speaking task (oral picture narrative). Elicited speech samples were submitted to expert rating based on speakers’ vocabulary features as well as lexical sophistication measures. Results indicate that vocabulary size was significantly associated with vocabulary rating. However, learners with large vocabulary sizes did not necessarily produce lexically sophisticated L2 words during speech. A closer examination of the data reveals complexities regarding the relationship between vocabulary knowledge and speaking. Based on these findings, we explore implications for L2 vocabulary assessment in classroom teaching contexts and provide important suggestions for future research on the vocabulary-and-speaking link.

Tracking and Targeting: Investigating Item Performance on the English Section of a University Entrance Examination over a 4-Year Period

2008 ◽  
Vol 30 (1) ◽  
pp. 105
Author(s):  
Christopher Weaver ◽  
Yoko Sato
Keyword(s):  
Test Performance ◽  
Systematic Approach ◽  
Rating Scales ◽  
Item Difficulty ◽  
Language Skills ◽  
Measurement Theory ◽  
Entrance Examination ◽  
University Admissions ◽  
Entrance Examinations ◽  
National University

This empirical study introduces population targeting and cut-off point targeting as a systematic approach to evaluating the performance of items in the English section of university entrance examinations. Using Rasch measurement theory, we found that the item difficulty and the types of items in a series of national university entrance examinations varied considerably over a 4-year period. However, there was progress towards improved test performance in terms of an increased number of items assessing different language skills and content areas as well as an increased number targeting test takers’ knowledge of English. This study also found that productive items rather than receptive items better targeted test takers’ overall knowledge of English. Moreover, productive items were more consistently located around the probable cut point for university admissions. The paper concludes with a detailed account of a number of probable factors that could influence item performance, such as the use of rating scales. 本論文では、ある国立大学における大学入試の英語の問題の変化を実証的に検証したものである。テスト項目の結果を検証するための体系的なアプローチとして、「母集団を対象としたアプローチ」および「足きり点を対象としたアプローチ」という方法を導入した。ラッシュ・モデリングを用いて分析した結果、過去４年間の間に、項目の困難度および項目の型について、様々な技能を測定していること、内容も多様であること、英語の知識を検証している項目が増えたこと、などの点で大きく変化していることがわかった。さらに、産出能力の方が受容能力を測定する項目よりも入学者決定の際の足きり点の周辺に収束する傾向が見られた。項目ごとの成績に影響を及ぼす可能性のある多様な要因について詳細な検討を行った。

scholarly journals What is Salience?

2020 ◽  
Vol 6 (1) ◽  
pp. 713-722
Author(s):  
Vincent Boswijk ◽  
Matt Coler
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Linguistics ◽  
Working Definition ◽  
Definition Of

AbstractA commonly used concept in linguistics is salience. Oftentimes it is used without definition, and the meaning of the concept is repeatedly assumed to be self-explanatory. The definitions that are provided may vary greatly from one operationalization of salience to the next. In order to find out whether it is possible to postulate an overarching working definition of linguistic salience that subsumes usage across linguistic subdomains, we review these different operationalizations of linguistic salience. This article focuses on salience in sociolinguistics, cognitive linguistics, second-language acquisition (SLA), and semantics. In this article, we give an overview of how these fields operationalize salience. Finally, we discuss correlations and contradictions between the different operationalizations.

Research the Test Method of the Voltage Transformer Secondary Load in the Three-Phase Three-Wire Electric Energy Metering Device

2014 ◽  
Vol 687-691 ◽  
pp. 3110-3115
Author(s):  
Gu Li ◽  
Zi Ming Fu ◽  
Jie Feng Yan ◽  
Bing Wen Li ◽  
Zhi Rong Cen
Keyword(s):  
Power Supply System ◽  
Electric Energy ◽  
Test Methods ◽  
Test Method ◽  
Testing Methods ◽  
Voltage Transformer ◽  
Secondary Load ◽  
Three Phase ◽  
Energy Metering ◽  
Definition Of

This paper analyzes and studies the definition of the voltage transformer secondary load, examines the practical purposes of the measured values of the voltage transformer secondary load, and presents a variety of testing methods to analyze and compare the differences. This paper gives the test methods of the voltage transformer secondary load when the connection of the voltage transformer is the Y / Y in a three-phase three-wire power supply system, filling the blank of this type of test method in the industry. When other units within the industry carry out such work, the conclusions of this paper are available for reference, and the conclusions of this paper can be referred when drafting relevant regulations in the future.

scholarly journals Context, word, and student predictors in second language vocabulary learning

2018 ◽  
Vol 40 (1) ◽  
pp. 137-166 ◽  
Author(s):  
EVELIEN MULDER ◽  
MARCO VAN DE VEN ◽  
ELIANE SEGERS ◽  
LUDO VERHOEVEN
Keyword(s):  
Second Language ◽  
Learning Outcomes ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Levenshtein Distance ◽  
Context Word ◽  
Learning Gain ◽  
English Sentence ◽  
Contextual Support ◽  
L2 Vocabulary

ABSTRACTWe examined to what extent the variation in vocabulary learning outcomes (vocabulary knowledge, learning gain, and rate of forgetting) in English as a second language (L2) in context can be predicted from semantic contextual support, word characteristics (cognate status, Levenshtein distance, word frequency, and word length), and student characteristics (prior vocabulary knowledge, reading ability, and exposure to English) in 197 Dutch adolescents. Students were taught cognates, false friends, and control words through judging sentences with varying degrees of semantic contextual support using a pretest/posttest between subjects design. Participants were presented with an English target word and its Dutch translation, followed by an English sentence. They were instructed to judge the plausibility of the sentence. Mixed-efffects models indicated that learning gains were higher for sentences with more semantic contextual support and in students with stronger reading comprehension skills. We were the first to show that Levenshtein distance is an important predictor for L2 vocabulary learning outcomes. Furthermore, more accurate as well as faster learning task performance lead to higher learning outcomes. It can thus be concluded that L2 study materials containing semantically supportive contexts and that focus on words with little L1-L2 overlap are most effective for L2 vocabulary learning.

High Commitment Work Systems in Chinese Organizations: A Preliminary Measure

2006 ◽  
Vol 2 (3) ◽  
pp. 403-422 ◽  
Author(s):  
Zhixing Xiao ◽  
Ingmar Björkman
Keyword(s):  
Information Technology ◽  
Construct Validity ◽  
Organizational Performance ◽  
Human Resource ◽  
It Industry ◽  
The West ◽  
Work Systems ◽  
Work System ◽  
Definition Of ◽  
The Relationship

The concept of a high commitment work system (HCWS) has mostly been used in the West to study the relationship between a firm's work systems and organizational performance. In this paper, we introduce a preliminary measure of HCWS in China based on the definition of Baron and Kreps (1999). In study 1, we tested the measure by surveying 442 employees in China's information technology (IT) industry. In study 2, we re-tested the same measure from the perspective of human resource (HR) executives in 126 foreign-invested companies. The analyses not only provided some evidence for the construct validity of this preliminary measure of a high commitment work system, but also produced some interesting results that can only be understood with regards to the history and institutional backgrounds of Chinese organizations.

scholarly journals Task-based approach in Second Language Acquisition and in the Didactics of Translation

2018 ◽  
Vol 7 (2) ◽  
pp. 63-78
Author(s):  
Edelweiss Vitol Gysel
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Driving Force ◽  
Teaching And Learning ◽  
Syllabus Design ◽  
Definition Of

Studies on Second Language Acquisition (SLA) have been increasingly conducted in recent years, especially concerning the contributions of the so called task-based approach, which has been gradually undergone some adaptations, becoming a driving force for syllabus design. Within the field of Didactics of Translation (DT) the use of tasks has also, so far, proven to be an appropriate approach in the teaching and learning of translation. Therefore, in this article, I will discuss the differences regarding the rationale behind the definition of task as well as its application both in the SLA and in the DT environments. The method seeks to justify the choice of the discussed concepts, and presents the steps in the development a translation task here proposed. The discussion is grounded on this example of translation task and examines how the notion of task in SLA interfaces with the acquisition of translation competence in DT. The conclusion shows that SLA can inspire and contribute to DT concerning the task-based approach. Some of these contributions here discussed are authenticity, focus on meaning and on form, and planning. Furthermore, such contributions are applied in the development of a translation task, as a means of exemplification, and building a bridge between the areas of SLA and the DT.

scholarly journals Assessing L2 vocabulary through multiple-choice, matching, gap-fill, and word formation items

2019 ◽  
Vol 43 (3) ◽  
pp. 155
Author(s):  
Ferit Kilickaya
Keyword(s):  
Public Administration ◽  
Sampling Method ◽  
Multiple Choice ◽  
Word Formation ◽  
State University ◽  
Convenience Sampling ◽  
Vocabulary Assessment ◽  
L2 Vocabulary

The current study aims to determine the effect of multiple-choice, matching, gap-fill and word formation items used in assessing L2 vocabulary on learners’ performance and to obtain the learners’ views regarding the use of these types of items in vocabulary assessment. The convenience sampling method was selected, and the participants of the study included 30 freshmen enrolled in the General English course offered in the Department of Public Administration at a state university in Turkey. The main findings revealed that the participants considered the multiple-choice and matching items were easy to understand and to answer and that gap-fill and word formation items were difficult<br />due to several reasons.

scholarly journals THE USE OF PHONEMES IN SYNTAX IN TEACHING ARABIC AS A SECOND LANGUAGE/ توظيف الفونيمات فوق التركيبيّة في تعليم العربيّة لغة ثانية

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Abdulhakeem Abdul Kaleg Al-Hassan Seedah
Keyword(s):  
Second Language ◽  
Arabic Language ◽  
Optimal Level ◽  
Theoretical Framework ◽  
Arabic Speakers ◽  
Definition Of

<p>The study deals with the phonemes on syntax and their employment in the teaching of Arabic to non-Arabic speakers. The study aims at explaining how these phonemes are used in the teaching of Arabic as a second language. The study also aims to explain the role played by these secondary phonemes in communicating the Arabic language to an optimal level of sound; Acoustic sounds are not isolated but need to be viewed at the level of composition as well. Moreover, to reach the desired goals, the researcher divided the research into two sections and contained each of these sections on the axes.</p>The first topic came in terms of theoretical framework, where the researcher talked about the importance of the audio lesson for the Arabic learner a second language, and the second axis of the definition of the phonemes above the structure of the lesson and attention, the practical side of the study was divided into axes, namely:  The use of algebra in the teaching of Arabic as second language, the use of toning in teaching

Sign in / Sign up

Export Citation Format

Share Document