1. Vocabulary
Module 2
Activity 5

2. Vocabulary Assessment
Vocabulary affects text comprehension, so it plays a very important role in reading and reading assessment.
Vocabulary knowledge can be tested discretely, but it included in the assessment of skills.

3. PPT Overview In this presentation you will learn about two things:
1. Aspects of vocabulary to consider for assessment
2. Selecting vocabulary

4. Branstorm
What are some aspects of vocabulary knowledge that you should think about when you are developing a vocabulary assessment? Jot down your ideas.

5. Brainstorm: Feedback Receptive vs. Productive vocabulary knowledge
Here are some aspects that you might want to consider. We will talk about each of them in depth.
Receptive vs. Productive vocabulary knowledge
Selective vs. Comprehensive vocabulary knowledge
Discrete vs. Embedded
Context independent vs. Context dependent
Size vs. depth
High frequency vs. low frequency
Specialized / technical
Concrete vs. abstract
Grammatical class
Collocations

6. Receptive vs. Productive
Think about the word symbiosis.
Would you understand this word if it was used in a sentence?
Could you choose the definition of this word from a list of 3 definitions?
Can you write a sentence using this word correctly?

7. Receptive vs. productive
Receptive versus productive
Able to recognize a word and comprehend the word
Example: reading a word in a text and understanding it
Able to recall a word and use it correctly
Example: writing an essay and using a word

8. Receptive vs. Productive
Receptive vocabulary knowledge
Recognition: learners are able to understand the meaning of the target word
Comprehension: learners can identify the word when they encounter it in context while reading
For this example, only recognition is tested:
loathe means
A. dislike intensely*
B. become seriously ill
C. search carefully
D. look very angry

9. Receptive vs. Productive
Productive vocabulary knowledge
Recall: learners are provided with stimulus designed to elicit the target words from their memories
Use: learners are able to say or write the target vocabulary
For example:
My mother was very ______________; she never wanted to ask anyone for help.
[OK Answers: independent, stubborn]

10. Receptive vs. Productive
Think about the work symbiosis again. Do you have a receptive and productive knowledge of this word? When you assess vocabulary knowledge, it is important to consider whether you are measuring receptive vocabulary knowledge or productive vocabulary knowledge.

11. Selective vs. Comprehensive
Selective vocabulary knowledge –a set of target vocabulary words.
If the vocabulary assessment is based on a course, then vocabulary will be related to the course learning objectives.

12. Selective vs. Comprehensive
Comprehensive vocabulary knowledge – overall vocabulary use
If you are assessing vocabulary for proficiency, the vocabulary assessment will be based on your construct of vocabulary ability.

13. Discrete vs. Embedded
In discrete vocabulary tests, vocabulary is an independent, stand-alone construct.
In embedded vocabulary tests, vocabulary is part of a larger construct. In this case, the vocabulary cannot be considered in isolation from the whole test.

14. Context-independent vs. Context-dependent
Vocabulary words are context-independent when they are presented in isolation; the words are not presented in a sentence or a description.
Context-independent example:
To achieve means to:
arrive
attain*
come back
decide

15. Context-independent vs. Context-dependent
Vocabulary words are context-dependent when they are presented as a part of a larger text. To correctly answer a context-dependent item you have to understand the sentence or description.
Context-dependent example:
Fill in each blank with a word from the word bank.
Word bank: consume/ essential / provides
Humans have an innate ability to recognize the taste of salt because it provides us with sodium, an element which is essential to life.

16. Size vs. Depth
The size of a person’s vocabulary refers to the number of words that a person knows. This is typically measured by referring to word frequency lists. For example, a person knows 99% of the 1,000 most frequent words, but 85% of the 2,000 most common, etc.

17. Size vs. Depth
The depth of a person’s vocabulary refers to how well a person knows a word. This may include a range of aspects associated with the word including: pronunciation, spelling, register, morphological features, syntactic and semantic relationship to other words. This can be measured in a number of ways, including word associates tests.

18. High vs. Low Frequency
High frequency words are those that are used very often in a language. They are considered critical for all proficient users to know. Readers must recognize these words instantly when they see them.
Example: Using Compleat Lexical Tutor, the words among the 1,000 most frequent in English are in blue; the 2,000 most frequent are in green:

19. High vs. Low Frequency
Low frequency words are more difficult for students.
Readers have to look up their definitions, practice with them, and encounter them many times before these words will be learned.
Often, readers guess at the meaning from context.

20. Specialized / Technical Vocabulary
Specialized or technical vocabulary are words that occur frequently in specific registers or for specific purposes.
Examples:
analyze, hypothesize, valid, function

21. Concrete vs. Abstract
Concrete vocabulary words are words that refer to things that are tangible or physical.
These words are more basic and important for language learners to know.
Examples: green, walking, judge, resources

22. Concrete vs. Abstract
Abstract vocabulary words are words that are ideas or concepts; there is not a physical reference. These words are more difficult to understand for language learners. Examples: responsibility, success, idealism

23. Grammatical class
Content Words – words that carry the content or meaning of a sentence.
For example:
Nouns – I am going to the park.
Verbs – We ran a marathon.
Adjectives – He ate a whole plate of crispy bacon.
Adverb – She drives so fast!

24. Grammatical class
Function Words – A word that describes the grammatical relationship between other words in a sentence but has little or no meaning itself.
For example:
Preposition – May I have a bowl of soup?
Conjunction – She likes coffee, but I prefer tea.
Pronouns – I’m not sure why he didn’t bring his coat.
Article – Where did the keys go?

25. Collocations
Collocations – Groups of words that frequently occur together in text.
For example:
Keep a secret
Keep in touch
Keep a diary
Keep it up
Do you teach collocations to your students? If so, you will need to assess this type of vocabulary knowledge.

26. Reflect
Remember the last vocabulary test that you gave to students. Which of these aspects of vocabulary did you consider? Receptive vs. Productive vocabulary knowledge Selective vs. Comprehensive vocabulary knowledge Discrete vs. Embedded Context independent vs. Context dependent Size vs. depth High frequency vs. low frequency Specialized / technical Concrete vs. abstract Grammatical class Collocations

27. Selecting Vocabulary
There are three ways that we will talk about for selecting vocabulary: Using a frequency list Using a corpus Using a textbook

28. Selecting Vocabulary
Using a frequency list –frequency lists show the words that are most commonly used and most relevant in a language. This may be an appropriate way for you to choose vocabulary words.
Using corpora (a corpus)–corpora show the most commonly used and relevant words used within specific registers. For example, this is helpful if you want to choose words in a written, academic register.

29. Selecting Vocabulary
Using a textbook – most English language textbooks include vocabulary lists.
Review the lists that are in your textbook and notice which words are important for your students to be able to recognize and which words your students need to be able to use.
Be aware of the type of vocabulary knowledge your students have for each word when you create vocabulary items.

30. Reflect
How do you usually select vocabulary for assessments? Which method would you like to try in the future? Why? Using a frequency list Using a corpus Using a textbook

31. Receptive vocabulary knowledge Productive vocabulary knowledge
Key Terms & Concepts
Receptive vocabulary knowledge Productive vocabulary knowledge

32. Next Steps
Now, you will learn how to write vocabulary items. Read Activity #6.