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Derivative word forms: what do learners know?
- TESOL QUARTERLY
, 2002
"... Some teachers and researchers may assume that when a learner knows one member of a word family (e.g., stimulate), the other members (e.g., stimulant, stimulative) are relatively easy to learn. Although knowing one member of a word family undoubtedly facilitates receptive mastery of the other members ..."
Abstract
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Cited by 17 (4 self)
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Some teachers and researchers may assume that when a learner knows one member of a word family (e.g., stimulate), the other members (e.g., stimulant, stimulative) are relatively easy to learn. Although knowing one member of a word family undoubtedly facilitates receptive mastery of the other members, the small amount of previous research has suggested that L2 learners often have problems producing the various derivative forms within a word family. This study examined the ability of 106 graduate and undergraduate nonnative-English-speaking students to produce appropriate derivatives in the four major word classes (i.e., noun, verb, adjective, and adverb) for 16 prompt words. The results indicated that it was relatively uncommon for subjects to know either all of the four word forms or none of them. Subjects usually had partial knowledge of the derivatives, with productive knowledge of two or three forms being typical. In a comparison of derivational mastery and knowledge of the prompt words on a four-stage developmental scale,
State-of-the-Art Review Language testing and assessment (Part I)
"... This is the third in a series of State-of-the-Art review articles in language testing in this journal, the first having been written by Alan Davies in 1978 and the second by Peter Skehan in 1988/1989. Skehan ..."
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Cited by 1 (0 self)
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This is the third in a series of State-of-the-Art review articles in language testing in this journal, the first having been written by Alan Davies in 1978 and the second by Peter Skehan in 1988/1989. Skehan
Second Language Research Exploring native and non-native intuitions of word frequency
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SAGE Journals Online and HighWire Press platforms):
"... Exploring native and non-native intuitions of word frequency ..."
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Theoretical considerations of applications and implications of concordance-based cloze tests
"... Concordance-based cloze (henceforth ConCloze) tests have rarely been re-searched over the past two decades. This paper explores some potentially prac-tical applications of their manifold item formats to language testing. The formats can range from response-selected to response-constructed ones, all ..."
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Concordance-based cloze (henceforth ConCloze) tests have rarely been re-searched over the past two decades. This paper explores some potentially prac-tical applications of their manifold item formats to language testing. The formats can range from response-selected to response-constructed ones, all embracing Read’s (Assessing Vocabulary. Cambridge: Cambridge University Press, 2000) context-dependent vocabulary assessment and likely tapping into multiple as-pects and components of Nation’s (Learning Vocabulary in another Language. Cambridge, UK: Cambridge University Press, 2001) word knowledge. These ap-plications imply a fine-grained approach to vocabulary teaching and learning as well as word-knowledge profiling and evaluation in that the viability of this item type calls for attention to complex word-knowledge components rather than merely the usually recognized form–meaning dimension. This could in turn carry a broad implication for language-pedagogical paradigms in general and vocabulary assessment in particular. Moreover, as the ConCloze item formats may be constructed with the aid of corpus and concordance markings, the other implication is that corpora should be built purposively, and concordances anno-tated specifically yet multidimensionally. This will enable these corpus-linguistic tools to accommodate computer-based test construction and delivery of the ConCloze item type as well as other item types. 1
unknown title
, 2009
"... provides an account of the development of changing views in language testing on validity, and language testers have come to accept that there is no one single answer to the question ‘What does our test measure? ’ or ‘Does this test measure what it is sup-posed to measure?’. Messick argues that the q ..."
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provides an account of the development of changing views in language testing on validity, and language testers have come to accept that there is no one single answer to the question ‘What does our test measure? ’ or ‘Does this test measure what it is sup-posed to measure?’. Messick argues that the question should be rephrased along the lines of: ‘What is the evidence that supports particular interpretations and uses of scores on this test?’.Validity is not a character-istic of a test, but a feature of the inferences made on the basis of test scores and the uses to which a test is put. One validates not a test, but ‘a principle for mak-ing inferences ’ (Cronbach & Meehl, 1955:297).This concern with score interpretations and uses necessar-ily raises the issue of test consequences, and in educa-
