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- W128845172 abstract "[Abstract] This article proposes a framework for the assessment of second language by juxtaposing two major theoretical distinctions: breadth versus and versus productive, generally addressed separately in previous research. Several assessment tools are critiqued and contextualized within one of the four categories of the proposed taxonomy: breadth, breadth, depth, and depth. The article takes a critical look at the functionality and underlying assumptions of each lexical tool. [Keywords] English as a second language; assessment; lexical assessment tools Introduction A key distinction made in second language assessment (SLVA) research is the one between breadth and of knowledge. Breadth of entails size, while depth refers to the quality of (Meara, 1996; Read, 2000). Another essential theoretical distinction related to opposes which involves the ability to perceive a word while listening or reading and to retrieve its meaning, to the ability to use a word in speech or writing (Nation, 2001, p. 25). SLVA researchers tend to approach assessment through the lenses of only one of the two distinctions. This paper juxtaposes the two criteria, breadth versus and versus to generate a more thorough taxonomy that responds to the complexity of the vocabulary knowledge construct. Practical ways of assessing English as a second language (ESL) are analyzed, and the following lexical assessment tools are presented and critiqued with a focus their underlying assumptions: Receptive Breadth Tools: * The Level Tests (VLT )- the receptive version (Nation, 2001; Schmitt, 2000) * The Eurocentres Size Test (EVST) (Meara & Jones, 1990) * The Webster Third Test (Goulden, Nation, & Read, 1990) Productive Breadth Tool: The Level Tests (VLT) - the productive version (Laufer & Nation, 1995) Receptive Depth Tool: The Word-Associate Test (WAT) (Read, 1993) Productive Depth Tools: * Knowledge Scale (VKS) (Paribakht & Wesche, 1993) * The Web VocabProfiler (Cobb, 2006) in conjunction with the Academic Writing Standard (Morris & Cobb, 2004) Importance of Knowledge is an important component of linguistic competence, which, together with discourse competence, socio-cultural competence, and strategic competence, forms the four-fold framework of communicative proficiency proposed by Canale and Swain (1980). does not guarantee high communicative proficiency, but it fulfils one of the prerequisites for language use, which eventually leads to communicative proficiency. Vocabulary enables language use, language use enables the increase of knowledge, of the world enables the increase of and language use and so on (Nation & Waring, 1997, p. 6). Assessing Breadth of Knowledge Corpus research, online text databases, and lexical studies indicate that some words are more frequent than others. Francis and Kucera (1982) suggest that the 2000 most frequent word families of English make up 79.7% of the individual words in any English text, the 3000 most frequent word families represent 84%, the 4000 most frequent word families make up about 86.7%, and the 5000 most frequent word families cover 88.6%. size is generally measured in word families or base words. A word family consists of a base word and its inflected forms and derivations (Nation, 2001, p. …" @default.
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- W128845172 title "Assessing Second Language Vocabulary Knowledge" @default.
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