A framework for second language vocabulary assessment

By J. Read, Carol A. Chapelle. 2001

208 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/9afd308a908bc7963a69502b35bd609b5369b772

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In Developmental and Educational Psychology

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Citations in the corpus

Size and strength: do we need both to measure vocabulary knowledge? (2004, background): “They suggest that vocabulary assessment should go beyond decontextualized word lists and should be measured in such a way as to generate positive washback on the teaching and learning process (Read and Chapelle, 2001: 23).”
Classroom-based assessment: Possibilities and pitfalls (2007, background): “This continues to be the case, with significant developments in, for example, our understanding of validity (e.g., Kuiman, 1998; Read & Chapelle, 2001; Mislevy, Steinberg, & Ahnond, 2002; Bachman, 2004) influenced by Messick's now classic article (Messick, 1989), greater technical sophistication i”
Collaborative and individual output tasks and their effects on learning English phrasal verbs (2010, methodology): “This test was used because it has been used in previous research for that purpose (Paribakht & Wesche, 1996; Read & Chapelle, 2001; Folse, 2006; Kim, 2008) and has also been claimed to provide an effective measure of increase in vocabulary knowledge as a result of instruction (Read & Chapelle,…”
The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading (2012, background): “…measure that included different dimensions of word knowledge was considered to be a good compromise between fully contextualized vocabulary testing (Read and Chapelle, 2001) and decontextualized mono-dimensional word knowledge tests (e.g. Laufer and Nation, 1995; Meara and Buxton, 1987) (for an…”
The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis (2020, background): “…context-dependency of vocabulary measures would have an effect in predicting L2 text comprehension scores and in measuring L2 VK. Read (2000) and Read and Chapelle (2001) spoke in favor of contextualized vocabulary measures, though they have also suggested that the purpose of using a vocabulary…”