Batia Laufer, Department of English Language and Literature; Zahava Goldstein, Department of Education.
Testing Vocabulary Knowledge: Size, Strength, and Computer Adaptiveness
Article first published online: 6 AUG 2004
© 2004 Language Learning Research Club, University of Michigan
Volume 54, Issue 3, pages 399–436, September 2004
How to Cite
Laufer, B. and Goldstein, Z. (2004), Testing Vocabulary Knowledge: Size, Strength, and Computer Adaptiveness. Language Learning, 54: 399–436. doi: 10.1111/j.0023-8333.2004.00260.x
The study presented in this article is a follow up to Laufer, Elder, Hill, and Congdon (2004), which researched the monolingual Computer Adaptive Test of Size and Strength.
- Issue published online: 6 AUG 2004
- Article first published online: 6 AUG 2004
In this article, we describe the development and trial of a bilingual computerized test of vocabulary size, the number of words the learner knows, and strength, a combination of four aspects of knowledge of meaning that are assumed to constitute a hierarchy of difficulty: passive recognition (easiest), active recognition, passive recall, and active recall (hardest). The participants were 435 learners of English as a second language. We investigated whether the above hierarchy was valid and which strength modality correlated best with classroom language performance. Results showed that the hypothesized hierarchy was present at all word frequency levels, that passive recall was the best predictor of classroom language performance, and that growth in vocabulary knowledge was different for the different strength modalities.