Validation of a Test Measuring Young Learners' General L2 English Vocabulary Knowledge

Autor/inn/en	Sylvén, Liss Kerstin; Sundqvist, Pia
Titel	Validation of a Test Measuring Young Learners' General L2 English Vocabulary Knowledge
Quelle	In: Novitas-ROYAL (Research on Youth and Language), 10 (2016) 1, S.1-23 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-4733
Schlagwörter	English (Second Language); Vocabulary Skills; Vocabulary Development; Language Tests; Program Validation; Second Language Learning; Correlation; Gender Differences; National Competency Tests; Reading Comprehension; Listening Comprehension Tests; Difficulty Level; Interviews; Teacher Attitudes; Student Evaluation; Grade 6; Test Reliability; Test Validity; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Aktiver Wortschatz; Wortschatzarbeit; Language test; Sprachtest; Zweitsprachenerwerb; Korrelation; Geschlechterkonflikt; Leseverstehen; Hörverstehensübung; Schwierigkeitsgrad; Interviewing; Interviewtechnik; Lehrerverhalten; Schulnote; Studentische Bewertung; School year 06; 6. Schuljahr; Schuljahr 06; Testreliabilität; Testvalidität; Ausland; Schweden
Abstract	This study aims to present the validation of a test designed to assess young learners' general L2 English vocabulary knowledge, the Young Learner Vocabulary Assessment Test (YLVAT). YLVAT consists of 37 items selected from the K1-2 frequency levels of the Productive and Vocabulary Levels Tests. In the study, Swedish learners (N = 52, age 12) took YLVAT and filled out an evaluation; scores from the national test of English (reading and listening comprehension) were also collected. Four validity measurements were used: the spread of YLVAT scores, correlation with the national test--reading, correlation with the national test--listening, and evaluation responses. YLVAT results point to a sufficient spread of scores (M = 18.9, SD = 6.5). There were significant correlations between YLVAT and (1) reading (r = 0.597), (2) listening (r = 0.541), (3) perceived test difficulty (r[subscript s] = -0.538), and (4) how fun it was to take the test (r[subscript s] = 0.683). An ANOVA showed that learners who found YLVAT "easy" or "very easy" scored significantly (p = 0.000) higher (26.1) than those who found it "difficult" (18.3) or "very difficult" (12.9). Finally, teachers found YLVAT to correlate with their own assessment of learners' vocabulary. (As Provided).
Anmerkungen	Children's Research Center-Turkey. Via Tower Is Merkezi, Bestepeler Mahallesi, Nergiz Sokak No 7-35 Sögütözü, Ankara 06530, Turkey. Tel: +90-312-2190219; Fax: +90-312-2190321; e-mail: submissions@novitasroyal.org; Web site: http://www.novitasroyal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01