Abstract
This study compares the effect of different kinds of distractors on the level of difficulty of multiple-choice (MC) vocabulary tests in sentential contexts. This type of test is widely used in practical testing but it has received little attention so far. Furthermore, although distractors, which represent the unique characteristics of MC tests, are known to influence test difficulty, studies have focused only on the semantic relationship between target words and distractors in vocabulary tests. By also considering the words that are syntagmatically related to the words in context, this study contrasted distractors relating to target words and those relating to context characteristics, and compared three MC vocabulary tests with different types of distractors: distractors with a paradigmatic relationship to the words in the correct answer, distractors with a syntagmatic relationship to contexts, and unrelated distractors. The results suggested that tests with syntagmatically related distractors were generally the most difficult, and tests with unrelated distractors, the easiest; the paradigmatically related distractors remained in the middle. However, this difference disappeared when the test takers could not use contextual information, which indicates that test takers strongly rely on contextual information in taking multiple-choice vocabulary tests in context.
Highlights
Vocabulary researchers have shown interest in different aspects of vocabulary knowledge
Hoshino calculated standardized partial regression coefficients from knowledge about vocabulary meaning, paradigmatic knowledge, syntagmatic knowledge, and reading ability for the three types of vocabulary tests in context introduced above. Her findings indicated that tests using the matching format were significantly influenced by the knowledge of word meanings and paradigms, whereas tests in supplying format were significantly affected by syntagmatic knowledge
On the other hand, when target words do not exist in the context and participants have to find the word that fits the context, the tests have a relationship with syntagmatic knowledge, as they require test takers to find a collocation between the choice and the words in the context
Summary
Vocabulary researchers have shown interest in different aspects of vocabulary knowledge. To serve the researchers’ needs, various vocabulary tests have been produced to measure each aspect of vocabulary knowledge for a more accurate assessment of the progress of learners’ vocabulary acquisition. The most widely used tests are those on vocabulary size, which aim to examine how many L2 words the learners can match with their meanings (e.g., Nation, 2001; Schmitt, Schmitt, & Clapham, 2001). Depth of vocabulary tests are gaining popularity, and the number of studies using them is increasing (e.g., Nurweni & Read, 1999; Qian, 1998; Qian & Schedl, 2004; Read, 1993). Though quite popular in research, vocabulary size and depth tests are not often employed in practical testing situations. Many large-scale tests, such as the Cambridge English for Speakers of Other Languages (ESOL) examination, Test of English as a Foreign Language (TOEFL), Test of English for International
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