Abstract
Vocabulary development is an essential goal in any language teaching program, and considering the multidimensional nature of this construct, achieving this goal needs effective assessment of all dimensions of word knowledge, i.e. breadth, depth and accessibility of word knowledge. Most of the current vocabulary assessment tools measure the breadth dimension of vocabulary (Christ, 2011). However, there have been studies which have developed Selective or Productive word association tasks (WAT) to measure depth of word knowledge (Meara & Fitzpatrick, 2000; Read, 1998). This study used both selective and productive WAT tasks to measure depth of word knowledge in 82 elementary and 71 advanced EFL learners to explore which format is better for assessing deep word knowledge for each group. Results showed that elementary learners did better in selective format while advanced learners acted better in productive format.
Highlights
Vocabulary is an essential part of a language
There have been studies which have developed Selective or Productive word association tasks (WAT) to measure depth of word knowledge (Meara & Fitzpatrick, 2000; Read, 1998). This study used both selective and productive WAT tasks to measure depth of word knowledge in 82 elementary and 71 advanced EFL learners to explore which format is better for assessing deep word knowledge for each group
Because there was a significant difference between performance of both elementary and advanced group in two formats of WAT tests. the findings of this study regarding the appropriateness of selective WAT tasks for elementary EFL learners are in line with Schoonen and Verhallen (2008) who found selective tasks a good measure of deep word knowledge in 3th and 4th grade EFL learners
Summary
Vocabulary is an essential part of a language. Without a sufficient level of vocabulary knowledge, communication would suffer. Knowing the importance of this construct (vocabulary knowledge), the need for accurate ways of assessing it becomes clearer to EFL teachers to ensure the efficacy of their teaching method. Most of the time vocabulary knowledge is measured through multiple choice formats which requires the test-taker to choose a synonym for a stimulus word or assesses the word knowledge embedded in a reading comprehension test. These ways of testing vocabulary deemphasize the importance of the actual nature of word knowledge and its various dimensions. There have been some efforts by vocabulary researchers to define the nature of word knowledge and its different dimensions
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