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Vocabulary Knowledge: Size and Strength Test

Vocabulary Knowledge: Size and Strength Test. Hananto hananto@uph.edu. Topics:. Word knowledge and its measurements Degrees of word knowledge The study. 1. Word knowledge and its measurements. Nation (1990) proposed a list of multi-component word knowledge:

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Vocabulary Knowledge: Size and Strength Test

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  1. Vocabulary Knowledge: Size and Strength Test Hananto hananto@uph.edu

  2. Topics: • Word knowledge and its measurements • Degrees of word knowledge • The study

  3. 1.Word knowledge and its measurements • Nation (1990) proposed a list of multi-component word knowledge: • spelling, pronunciation, grammatical form, collocation and restrictions on the use of the word, • receptive and productive knowledge.

  4. Word Knowledge Measurements: • one sub-knowledge: Vocabulary “breadth” or “size” tests • to test a large number of lexical items • focuses only on word-form and word-meaning relationship • several subknowledges: vocabulary “depth” tests • not feasible to cover a large number of items

  5. Recall Recognition Active (retrieval of form) Supply the L2 word makan = ……. Select the L2 word Makan = …… a. drinkb. eat Passive (retrieval of meaning) Supply the L1 word Eat = ……….. Select the L1 Eat = ……. a. makan b. minum 2. Degrees of word knowledge • receptive (passive) and productive (active) • recognition and recall • four degrees of word knowledge: (Laufer and Goldstein (2004) and Laufer, et al. (2004):

  6. Strength hierarchy of word knowledge:(from the strongest/easiest to the weakest/hardest) 1. Recognizing a word meaning (passive recognition) Eat = ……. a. makan b. minum 2. Recognizing a word form (active recognition) Makan = …… a. drink b. eat 3. Recalling a word meaning (passive recall) Eat = ……….. 4. Recalling a word form (active recall) makan = …….

  7. 3. The Study • Research questions: 1. Is the knowledge of recalling a word form stronger than that of recognizing a word meaning? 2. To what extent is the relationship between the two of them? • Methodology: • Subjects: 156 Universitas Pelita Harapan students • Instrument: VIBE vocabulary-size test, paper-based test, Academic Level, 40 items taken randonly from the computer-based VIBE test (Hananto 2007)

  8. Sample questions:

  9. Procedures: • Scoring systems: 1. Word-Form score (WF Score): COMP _ TIBLE (sensitive active recall) 2. Word-Meaning score (WM Score) : (2) cocok, sesuai (passive recognition) 3. Word-Form and Word-Meaning score (WF&WM Score). • The means of 1 and 2 scores were compared. • 1 and 2 were correlated by using Pearson correlation

  10. Results: descriptive statistics and internal reliability

  11. Answers to Research Questions: • Is the knowledge of recalling a word form stronger than that of recognizing a word meaning? Negative. • To what extent is the relationship between the two of them? Pearson Correlation = 0.77 (moderate)

  12. Discussion • The result did not support the strength hierarchy of word knowledge proposed by Laufer and Goldstein (2004). • Possible explanations: • the sensitivity of the tests used • the proficiency levels of the subjects • Implication: a different strength hierarchy of word knowledge for lower proficiency learners: • Selecting the L2 target word • Selecting the equivalent L1 word • Supplying the L2 target word • Supplying the meaning in L1 equivalent

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