The updated Vocabulary Levels Test
Developing and validating two new forms of the VLT
Datos Bibliográficos
| ID | 22299396 |
|---|---|
| Autores | Stuart Webb (0000-0002-8297-4997, University of Western Ontario), Yosuke Sasao (Kyoto University), Oliver James Ballance (0000-0003-4695-6406, Victoria University of Wellington), Oliver Ballance (Victoria University of Wellington) |
| Año | 2017 |
| Volumen | 168 |
| Número | 1 |
| Páginas | 33-69 |
| Fecha de publicación | 2017-10-05 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | ITL - International Journal of Applied Linguistics (JOURNAL) |
| Identificadores de la revista | ISSN: 0019-0829 • E-ISSN: 1783-1490 |
| Editorial | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/itl.168.1.02web |
| OpenAlex | W2613581942 |
| Idioma | EN |
| Citas recibidas | 161 |
| Referencias citadas | 36 |
The Vocabulary Levels Test ( Nation, 1983 ; Schmitt, Schmitt, & Clapham, 2001 ) indicates the word frequency level that should be used to select words for learning. The present study involves the development and validation of two new forms of the test. The new forms consist of five levels measuring knowledge of vocabulary at the 1000, 2000, 3000, 4000, and 5000 levels. Items for the tests were sourced from Nation’s (2012) BNC/COCA word lists. The research involved first identifying quality items using the data from 1,463 test takers to create two equivalent forms, and then evaluating the forms with the data from a further 250 test takers. This study also makes an initial attempt to validate the new forms using Messick’s ( 1989 , 1995 ) validity framework
Coca · Epistemology · Linguistics · Natural language processing · Quality (philosophy) · Test (biology) · Vocabulary · Vocabulary development · Word (group theory) · Artificial Intelligence · Computer Science · Natural Language Processing Techniques · Psychology · Second Language Acquisition and Learning · Text Readability and Simplification
A Comparative Study of Lexical Inferencing During Text Reading
Investigating EFL learners’ knowledge of the grammatical functions of high-frequency verbs
A Study on The Vocabulary Knowledge of the Second Grade Students of Senior High School
Exploring EFL teachers’ English language proficiency
English Students’ Vocabulary Size and Level at a Private University in West Java, Indonesia
L2 processing facilitation by constructional similarity
Comparing L2 Incidental Vocabulary Learning Through Viewing, Listening, and Reading
The Potential for Learning Specialized Vocabulary of University Lectures and Seminars Through Watching Discipline‐Related TV Programs
Incidental Vocabulary Learning Through Listening to Teacher Talk
The Academic Spoken Word List
Vietnamese Non-English Major Efl University Students’ Receptive Knowledge of the Most Frequent English Words
Corpus Analysis of Vocabulary
Lexical Coverage
Teaching Vocabulary
Vocabulary and Corpora
Vocabulary Size in a Second Language
Vocabulary as a Pedagogical Target
Learning Vocabulary Through Reading, Listening, and Viewing
To what extent does reviewing notes affect L2 vocabulary learning?
The Concurrent and Longitudinal Contributions of Linguistic and Cognitive Skills to L2 Writing Quality
Effects of example word presentation on L2 learners’ acquisition of morphological knowledge and awareness through intentional English prefix learning
Curriculum Accessibility through Vocabulary Readiness
Optimal Spacing for Types of Word Knowledge During Word Pair Learning
The effects of task type and word processing on incidental vocabulary learning
Exploring the roles of gender, linguistic, and cognitive variables in continuation writing task performance among learners of English
The impact of AI-mediated gamified flipped learning on adult English language learners’ vocabulary learning and motivation in mobile-assisted language learning contexts
Bridging Language and Discipline
Examining incidental vocabulary acquisition from captioned video
Loanword proportion in vocabulary size tests
Webb, Stuart and Paul Nation. (2017) How Vocabulary is Learned
Words from where
The VocabLab tests
K-LEx-Mc
How well do learners know derived words in a second language
The effect of test format on productive recall of derivatives
How much receptive affix knowledge do L1 speakers and L2 learners have
From Words to Writing
Developing an academic word list for mathematics research articles
The effect of intralingual live subtitling on students’ performance and perception in EMI lectures in Flanders
A corpus-based study of vocabulary in conference presentations
Academic vocabulary knowledge among adolescents in university preparatory programmes
Development and validation of a Chinese character acquisition screening test for Mainland Chinese school-age children
A study on the link between the four aspects of L2 word knowledge of meaning and translation proficiency
Assembling a justified list of academic words in veterinary medicine
TED-Ed animations as resources for learning academic formulas
A corpus-based study of vocabulary in massive open online courses (Moocs)
Suitability of TED-Ed animations for academic listening
Academic formulas in TED talks and TED-Ed animations
Podcasts as a resource for learning academic English
Lexical coverage in science popularization discourse
Virtual companionship or flesh and blood
AI versus humans
Productive versus receptive L2 knowledge of polysemous phrasal verbs
How well are primary and secondary meanings of L2 words acquired
Incidental Learning of Collocations From Meaningful Input
Effects of retrieval schedules on the acquisition of explicit, automatized-explicit, and implicit knowledge of L2 collocations
Contextual learning and retention of phrasal verbs
What the Research Shows About Written Receptive Vocabulary Testing
Lexical coverage in L1 and L2 viewing comprehension
The effects of contextual diversity on incidental vocabulary learning
Second language knowledge of academic collocations and its relationship with knowledge of academic words and general high-frequency words
Incidental Learning of Single Words and Collocations Through Viewing an Academic Lecture
The Effects of Talker Variability and Frequency of Exposure on the Acquisition of Spoken Word Knowledge
A Different Perspective on the Limitations of Size and Levels Tests of Written Receptive Vocabulary Knowledge
Understanding L2-derived words in context
The Lemma Dilemma
Second language productive knowledge of collocations
Limitations of Size and Levels Tests of Written Receptive Vocabulary Knowledge
Word Families and Lemmas, Not a Real Dilemma
Comparing incidental learning of single words and collocations from different captioning conditions
Incidental vocabulary learning from captioned videos
Learning medical terminology in an ESP medical course
Receptive vocabulary size estimates for general and academic vocabulary at a multi-campus Australian university
The role of spoken vocabulary knowledge in language minority students’ incidental vocabulary learning from captioned television
Learner Engagement in L2 Vocabulary Learning through Communicative Tasks
Incidental Acquisition of Multiword Expressions Through Repeated Viewing
Does Mode of Input Affect How Second Language Learners Create Form–Meaning Connections and Pronounce Second Language Words
Learning phrasal verbs in the EFL classroom
Aural vocabulary, orthographic vocabulary, and listening comprehension
A study of FL children’s exposure, family backgrounds, and vocabulary learning
LexCH
“Working out” the longitudinal development and factors that influence phrasal verb knowledge for study-abroad learners in the UK
Incidental vocabulary learning from listening, reading, and viewing captioned videos
Do modality and frequency matter in predicting reading proficiency from vocabulary knowledge? A comparison of meaning recognition and meaning recall
Rendering natural collocations in a translation task
Impact of Text Elaboration and Reading and Reading‐While‐Listening Input Modalities on Incidental Collocation Learning
Engagement and Incidental L2 Vocabulary Acquisition in Digital Gaming
Does the word‐writing strategy in vocabulary learning increase learning outcomes or mislead learners into overestimation
Using structural equation modeling to examine the relationship between receptive vocabulary knowledge and receptive language proficiency
Model‐based feedback for L2 writing revision
The Effects of Mobile, Gamified, and Paper Flashcards on Vocabulary and Collocation Learning in Young Language Learners
EFL learners’ lexical availability
Vocabulary learning in EMI courses
The relationship between vocabulary and viewing comprehension
Vocabulary size and depth as predictors of second language speaking ability
Measuring productive derivative knowledge of Vietnamese EFL learners
Working memory and prior vocabulary knowledge in incidental vocabulary learning from listening, reading, reading-while-listening, and viewing captioned videos
The effect of spacing on incidental and deliberate learning of L2 collocations
Enhancing technical vocabulary learning
Validating word lists that represent learner knowledge in EFL contexts
Depth of Vocabulary Knowledge
Applied Multivariate Statistics for the Social Sciences
Assessing Vocabulary
Applying the Rasch Model
Rasch Models for Measurement
Second Language Vocabulary Growth
The creation and validation of a listening vocabulary levels test
The Percentage of Words Known in a Text and Reading Comprehension
Vocabulary Knowledge and Advanced Listening Comprehension in English as a Foreign Language
The lexical profile of academic spoken English
Lexical Coverage in L1 and L2 Listening Comprehension
The Lexical Coverage of Movies
Applying the Rasch Model
Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test
A framework for second language vocabulary assessment
Modern language testing at the turn of the century
A Rasch-based validation of the Vocabulary Size Test
A framework for second language vocabulary assessment
An alternative to multiple choice vocabulary tests
Reliability assessment for two versions of Vocabulary Levels Tests
A reassessment of frequency and vocabulary size in L2 vocabulary teaching
Word Families and Frequency Bands in Vocabulary Tests
Is Text Written for Children Useful for L2 Extensive Reading
A New Academic Word List
Derivative Word Forms
Validity of psychological assessment
Vocabulary Demands of Television Programs
Testing Vocabulary Knowledge
A power primer
| Obras citantes distintas | 161 |
|---|---|
| Citas por año | 17,89 |
| Intervalo de citas | 2017 - 2026 (10) |
| Velocidad de citación | current |
| Altamente citado | Sí |
| Tipos de cita | Neutras: 151 |