Comparing Effects of Two Types of Vocabulary Knowledge on Six Question Types in Reading Tests Among Japanese EFL Learners

スポンサーリンク

概要

• 論文の詳細を見る

• The relationship between reading comprehension and vocabulary knowledge has been examined in many studies. However, few studies so far have distinguished the vocabulary knowledge in isolation and in context. Addressing this point, this study considered two types of vocabulary tests: Mochizuki (1998) Vocabulary Size Test (VST) and TOEFL vocabulary items, and tried to clarify the relationship further. Adding to this, we classified question types in the reading test and examined each relationship with two types of vocabulary knowledge in order to differentiate reading items by the level of reading comprehension. The results of Experiment I suggested that regardless of the presence or absence of context, there was no significant difference between the correlation coefficients of the two vocabulary tests and TOEFL Reading scores. In addition, no correlation coefficients were significantly different in any question type, remaining the issue about whether the vocabulary tests in context and without context really differ or not. For the sake of investigating this point further, the word inference test was newly introduced in Experiment II to examine what knowledge or ability the two vocabulary tests measure. The results revealed a large overlap between VST and TOEFL vocabulary items. It suggests not only VST but also TOEFL vocabulary items which present target items in context tend to measure isolated vocabulary knowledge. Pedagogical implications for vocabulary testing and recommendations for further research are also discussed.

• 日本言語テスト学会の論文
• 2009-10-30

著者

• Takaki Shuichi

  Graduate School University Of Tsukuba

• SUZUKI Shuhei

  Graduate School, University of Tsukuba

• TAKAKI Shuichi

  Graduate School, University of Tsukuba

• USHIRO Yuji

  University of Tsukuba

• HIRAI Nao

  Graduate School, University of Tsukuba

• HOSHINO Yuko

  Tokyo Fuji University

• NAKAGAWA Chikako

  Graduate School, University of Tsukuba

• KAI Akari

  Graduate School, University of Tsukuba

• IDE Megumi

  Graduate School, University of Tsukuba

• OKI Toshihide

  Graduate School, University of Tsukuba

• TERADA Yoshihiro

  Graduate School, University of Tsukuba

• SHIMIZU Haruka

  Graduate School, University of Tsukuba

• KAI Akari

  Graduate School, University of Tsukuba:The Japan Society for the Promotion of Science

関連論文

• Effects of Situational Continuity on Reading Time of Japanese EFL Learners
• Investigating EFL Learners' Mental Representations with the Verb-Clustering Test
• Comparing Effects of Two Types of Vocabulary Knowledge on Six Question Types in Reading Tests Among Japanese EFL Learners
• Comparison of L2 Readers' Performance in Translation, Recall, and Summary Tasks
• What Makes Distractors Plausible in Multiple-Choice Reading Tests?
• What Test Constructors Should Keep in Mind : Constructing and Scoring a Translation Test
• Reactivity of Thinking Aloud in EFL Learners' Performance in Vocabulary Tests
• Measures of Macroproposition Construction in EFL Reading : Summary Writing Task vs. the Meaning Identification Technique

スポンサーリンク