Assessment of Vocabulary
Bibliographic Data
| ID | 23646678 |
|---|---|
| Authors | John Read (0000-0002-5159-1192, corresponding author) |
| Year | 2026 |
| Pages | 1-7 |
| Publication date | 2026-03-26 |
| Open Access | Yes |
| Type | CHAPTER |
| Venue | Encyclopedia of Applied Linguistics (SOURCE_BOOK) |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/9781405198431.wbeal0055.pub3 |
| OpenAlex | W7140754412 |
| ISBN | 9781405198431 |
| Language | EN |
| References cited | 7 |
Vocabulary tests focus primarily on the meanings of individual content words in a second language. Being able to link word forms and meanings is referred to as breadth of knowledge, but this core knowledge needs to be complemented by extended (or deeper) knowledge of other aspects of vocabulary. For example, there are grammatical endings on words, which create clusters of word forms known as word families. Other extended aspects include knowing about multiple meanings, word associations, and collocations. A key principle in selecting vocabulary items to be tested is frequency, and corpus analysis provided the basis for generating a variety of word lists that take account of both frequency and range of usage. In terms of assessment design, it is conventional to distinguish receptive and productive vocabulary knowledge. However, this chapter subdivides receptive knowledge into recognition and recall, whereas in productive knowledge, comprehension is differentiated from use. Each of these four constructs is illustrated with specific examples of test items and formats. The assessment of comprehension and use is based on the occurrence of vocabulary in whole texts rather than individual sentences or discrete words. Comprehension of vocabulary is embedded in tests of reading and listening ability; use involves the learner's ability to employ vocabulary accurately and appropriately in speaking and writing tasks. The choice of test format is determined by the purpose of the assessment within a particular educational context.
Active listening · Comprehension · Focus (optics) · Reading (process) · Reading comprehension · Test (biology) · Variety (cybernetics) · Vocabulary · Word (group theory)
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A New Academic Vocabulary List
Is There a Core General Vocabulary? Introducing the New General Service List
A New Academic Word List
The Effects of Listening Support on the Listening Performance of EFL Learners
The Academic Spoken Word List
| Highly cited | No |
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