Lesson-17-Testing-Vocabulary-Knowledge.pptx

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1. Testing vocabulary knowledge

2. Testing Vocabulary Knowledge Intended Learning Outcome: Describe the different types of vocabulary knowledge tests; Determine the appropriate use of a vocabulary knowledge test; Construct varied types of vocabulary knowledge tests.

3. Testing Vocabulary Knowledge Introduction Assessing language learners’ vocabulary is essential as an adequate vocabulary can make the language learners communicate better with others and can lead them to better success in their academic studies. Learners must be taught how to build their vocabulary. Experts agree that determining the amount of words learners know, and understanding how they derive meaning from context could help language teachers design an instructional strategy to assist learners in acquiring adequate vocabulary for communication and learning. Measuring the amount of words learners understand (vocabulary breadth) entails the use of multiple-choice tests. However, if the amount of understanding they have about a word (vocabulary depth) is desired, then other means to test should be considered as the multiple-choice type is inadequate. Assessment of vocabulary knowledge involves varied foci and intentions. Vocabulary assessment determines the amount of words learners could understand from what is either read or heard (Madsen, 1983; Read, 2000; Hughes, 2003). They do it even if they are not able to produce them ( receptive vocabulary ) or ascertain the number of words that they can understand and use ( productive vocabulary ). In relation to these, vocabulary is also measured in terms of breadth (the quantity for which the learners may have some level of knowledge) and depth (the quantity of words learners know about the dimensions of word learning). Others ( Linse , 2005; Beck, 2007; Coyne et al., 2009; Hoffman, et.al., 2014) are concerned whether or not these are discrete embedded, and context-dependent or context-independent. The following vocabulary tests address these varied concerns: Vocabulary Recognition Tests – these tests measure the receptive vocabulary and the vocabulary breadth of the learners. a. Picture Cues – show a picture (for example, a dog) to the learners and ask them to identify what it is. If

4. Testing Vocabulary Knowledge they associate the picture correctly with the word, they would answer dog . One variation is to present a group of three to four pictures and ask a learner to pick out the image of a dog. b. Finding the Odd One Out – the learners study a group of words, one of which is much different and does NOT belong to the group. They either underline or encircle the odd word. Directions : Underline the odd word out: pepper eggplant sweet potato ampalaya okra c. Mother-Tongue Equivalents – the learners are asked to give or write the English equivalent of words in their mother tongue. Directions: I give you a word in your mother tongue. Write its English equivalent. tawa makati ayat palangga malayo d. Knowledge of Opposites – the learners are challenged to connect lines that show words with the opposite meeting. Directions: Study the words in the first column and find the words in the second column that are their opposites in terms of meaning. Draw a line to connect the two words. Strong Expensive Slow Weak Cheap Fast

5. Testing Vocabulary Knowledge e . Prefix-Word Combination – the learners are asked to combine the appropriate prefix to be connected to a word to produce a new word. Directions: Study the prefixes in Column A, then find the words in Column B that could be combined with them to produce new meaningful words. Column A Column B Over polite Mis do Im place f . Yes/No Questions – this test requires the learners to demonstrate appropriate knowledge of the word. Two questions answerable by Yes or No are asked to the learners. Both questions should be correctly answered. Examples: Do runners run on a track Do trains run on the same track 2. Productive Tests – these types of tests assess the productive vocabulary and vocabulary depth of the learners. Word Associates – this test measures the ability of the learners to produce words that are suggested by the descriptions used as cues to the desired word. Directions: Write the correct ending for the word in each of the following sentences: A person who teaches learners in school is a teach __________. A child is easy to teach is teach _________. A person who teaches is engaged in teach ___________.

6. Testing Vocabulary Knowledge Another variation of this test is to give a stimulus word followed by a set of words. The learners determine what words usually are associated with the stimulus word. Directions: Find out from the group of words those that go with or are associated with the given word. Circle these words. SONG bank composer brand melody grammar cover sales singer pencil chorus b . Collocations – this test measures the ability of the learners to identify words that go together. Word bank – Learners are asked to list words that are related to the key or cue word. Directions : List all the words you know that are related to the word CAT. Collocations Related to a Verb – the learners are tasked to identify nouns that are related to the verbs in terms of subject and objects. Directions : At the middle column are verbs. Write words that usually go with the verbs. Give nouns as subjects in the left column and give nouns as a direct object in the right column. Example : Farmers plant vegetables _________ treat ____________ _________ sell ____________

7. Testing Vocabulary Knowledge c . Sentence Completion –this test requires the learners to complete a sentence using ideas and vocabulary that fit the context. Directions: Supply appropriate information or detail to complete a meaningful sentence. I get excited when _______________________________________________________. When dogs bark they ______________________________________________________. d. Definitions – Learners are tasked to define a term or concept. The more details or attributes they could give about it, the richer their vocabulary. Directions: Give details or attributes of the term or concept to define it. Cat is a _______________________________________________. Rice is a ______________________________________________. e. Cloze Test – it assesses the learner’s skill in understanding meaning through written context and determining the word that has been deleted from a passage to complete the whole. The richer the vocabulary of the learner, the more successful he/she is in doing the task. To construct this type of test, teachers adhere to the following guides: - Select a text that is interesting to the learners. - Keep the first and last sentences of the selection intact. No word deletion will be made. - Determine what type of formats to use. It could be any of the following:

8. Testing Vocabulary Knowledge 1. Fixed ratio cloze – the deleted word to be restored comes every after a statistically predetermined number, like removing every seventh word in the text. The interval for lower elementary grades should be farther (every fifth to the seventh word) and closer (every third or fourth word) for higher grade levels. The farther the word deletion, the easier the test. The words deleted could be either content words or function words. Example: Directions: some words in the passage have been purposely left out. Determine what these words are and return them in the space provided to make the passage whole again. To do this, first read the entire passage through. Then go back and fill in the blanks with the exact words or synonyms that have been removed. The selection of food is an important problem for everyone. When food is selected 1._________ one person in the 2. __________ or whether the individual 3.__________ the responsibility of choice 4._______ the family table or 5. _______ outside sources, it is 6. _____ problem that must be 7._______ each day. Not only 8._____ there pleasure and physical 9._____ accompanying the eating of 10. _____ food but food of 11. _____ right kind and amount 12. _____ essential to the proper 13. ____ of the body. Hence, the choice of food should be made with utmost care. 2 . C test – it assesses global language proficiency, which requires learners to use context to determine the missing half of the words. It employs the rule of two, that is, the second half of every second word starting with the third sentence is deleted. Sample Test: Directions : Supply the missing half of the words in the selection, as suggested by the dashes. When you are done, read over the story and make sure the words make sense. Keep in mind that sometimes the word you need appears in the story in a different place. To earn a point, you must spell the word correctly. An interesting story appeared in a recent magazine. It illustrates a point excellently. One da-a ma-, who ha-long be– known fo - his lazi ---, walked do – the str---. He sa - an ol - wo--- who wa - scrub --- the sta --- of he- house. Th- man ja - served i - the mili --- and h- expec --- charity fro - every per--- he me-. He appro---- the ol - woman an- told hi- usu ---- stories

9. Testing Vocabulary Knowledge ab– the bat--- he fou ---. But th - woman conti --- her wo--- and re --- that sh - too, ha- been i - battle. Th- next t– the ol - woman sa - him h- was i - a str--- cleaner’s uni ----. He wa - busy cle ---- the str--- as sh - was scrub ---- again th - stairs o- her hou ---. The ma- approached th - old wo--- and spo --. Saluting the-old wo---, he sa --, “I a – also i -the bat ---of li--.” f. Getting the Meaning of Words through Context Clues – learners’ ability to use the surrounding words as clues to meaning is also a test of productive vocabulary. Directions : Give the meaning of the underlined word as it is used in the sentence. Mother offered my elder brother to help in paying the hospital expenses of my nephew, but he declined . A. accepted B. rejected C. welcomed D. rejoiced

10. Testing Vocabulary Knowledge Task 2.11 Guided by the graphic organizer, explain on a sheet of paper the types of vocabulary tests, their objectives, and features. Cite example. Vocabulary Tests Recognition Tasks Production Tasks