Search

Pseudowords, or non-real words, were introduced to the Yes/No (YN) vocabulary test format to provide a means of checking for overestimation of word knowledge by test takers. The purpose of this study is to assess the assumption that more pseudoword checks (false alarms) indicate more instances of overestimation of word knowledge in YN tests. Thirty English classes in five different Japanese universities with TOEIC® scores ranging from 230 to 730 participated (n = 490). YN test results were compared with a multiple-choice test of the same 96 real words to provide a way to check directly for instances of underestimation and overestimation of word knowledge on the YN tests. Results showed that students from the higher proficiency universities had a slightly higher pseudoword false alarm rate than students from the lower ability universities (4.28% and 3.96%, respectively). However, overestimation rates were considerably lower for these same students from the higher proficiency universities (3.24% and 5.67%, respectively). This discrepancy between false alarm rates and overestimation rates questions the value of pseudowords for measuring overestimation in YN vocabulary tests when student ability levels differ significantly. [ABSTRACT FROM AUTHOR]

The study reported in this article investigated the comparative effects of two types of treatment — one of which emphasized input and the other output — on the vocabulary acquisition of young EFL learners. In the input-based instruction, the students were not required to produce output whereas in the production-based instruction the students were required to produce output. Thirty-six Japanese children aged 6—8 were divided into three groups (input-based, production-based and control group), received six weeks instruction and took four types of vocabulary tests as a pre-, post- and delayed post-test. The findings provide further evidence that both input-based and production-based instruction lead to both receptive and productive vocabulary knowledge. In general, the results show similar levels of effects for input-based and production-based instruction on vocabulary acquisition. However, an examination of process features indicates that the input-based tasks provided opportunities for richer interaction for the learners than the production-based activities. This may explain the better performance of the input-based group on the task-based comprehension test and the same levels of achievement in the production tests despite relatively fewer opportunities for second language (L2) production. [ABSTRACT FROM PUBLISHER]

This study examined the effectiveness of explicit instruction of vocabulary learning strategies (VLSs) over a 10-week semester with a group of 146 female EFL learners from two Japanese universities. A vocabulary test and questionnaires on VLSs and motivation were administered at the beginning of the course. The learners were divided into two groups based on the vocabulary test results: an experimental group and a control group. Only the experimental group received explicit instruction on VLSs in combination with their regular language lessons. The same instruments were re-administered at the end of the course to examine the changes in both the questionnaire responses and test scores. Qualitative analyses were also conducted to explore the findings in detail. The results show that the experimental group outperformed the control group in the vocabulary test. It was also found that (1) strategy training was effective for both changing the repertoire of strategies used and improving their frequency of use, (2) the training increased the use of certain strategies more than it did for other strategies, and (3) different types of learners exhibited different responses to the strategy instruction. This study's findings contribute to a better understanding of strategy instruction in general and VLSs in particular. [ABSTRACT FROM AUTHOR]

Following growing interest in vocabulary acquisition, a number of researchers have proposed how learners' vocabulary knowledge can be measured both in terms of how many words they know (vocabulary size) and how well they know those words (depth of knowledge). However, most of the depth measures have addressed only a single depth aspect (often for research purposes), and not many researchers have investigated how size and depth approaches can be combined in a test battery suitable for pedagogical purposes. Furthermore, there is little advice available on how the scores of size and depth measures can be appropriately interpreted. This article describes how one size-depth vocabulary test battery was developed for a specific student group (Japanese university students), and proposes a scoring scheme that combines size and depth scores in a principled way. It also suggests a method of making the resulting scores accessible to the students. It is hoped that the test battery and procedure described can act as a useful guide for teachers and test writers in other countries and contexts who wish to develop a more comprehensive vocabulary assessment approach. [ABSTRACT FROM AUTHOR]