"TESTING VOCABULARY.

What is vocabulary?The set of words within a language that are familiar are known as a person’s
vocabulary. Vocabulary develops with age and is a crucial tool for communicating and acquiring
language. Acquiring an extensive vocabulary is one of the largest challenges in learning a second
language. The coining of new words never stops. Nor does the acquisition of words. Even in our
first language, we are continually learning new words, and learning new meanings for old words.
Can you think of an example?

3 What is a word then? A word is a highly complex phenomenon.

Words have different functions. The same word can have a variety of forms. Words can be
added to, or combined, to form new words. Words can group together to form units that behave
as if they were single words. Many words commonly co-occur with other words. Words may
look and/or sound the same but have quite different meanings. One word may have a variety of
overlapping meanings. Different words may share similar meanings, or may have opposite
meanings. Words can have the same or similar meanings but be used in different situations or
for different effects

4 What does to know a word mean?

Knowing a word means: having the ability to recognize it in its spoken and written forms
knowing its different meanings. knowing its part of speech [eg. a noun, a verb] being able to
pronounce it properly being able to use it correctly within a sentence in an appropriate
grammatical form for technical words, recognizing it in context being able to recognize
different types of English e.g boot/trunk, lift/elevator [British/American].

5 The importance of vocabulary

A large vocabulary helps us to communicate and express what we mean.The size of your
vocabulary is directly linked to your reading comprehension.A person may be judged by others
based on his or her vocabulary.

6 WHY TEST VOCABULARY ?

7 Becauseknowledge of vocabulary is essential to the development and demonstration of

linguistic skills.

8 We test vocabulary to measure the comprehension and production of words used in speaking
and writing.

9 Vocabulary WHICH ASPECTS OF VOCABULARY DO YOU USUALLY TEST?

meaningcollocationpronunciationspellingpart of speechregisterWHICH ASPECTS OF
VOCABULARY DO YOU USUALLY TEST?HAVE YOU EVER TESTED REGISTER OR
COLLOCATION ?
10 WE MOSTLY TEST MEANING…

11 HOW TO CHOOSE THE VOCABULARY ITEMS TO ASK IN TESTS

Record the words which students misuse.Ask other subject teachers (In Anadolu (Anatolian)
High Schools, science subjects used to be taught in English in the past).Usually the syllabus tells
you which words must be learned and tested.

12 FOUR GENERAL KINDS OFVOCABULARY TESTS

13 FOUR GENERAL KINDS OF VOCABULARY TESTS

Limited ResponseMultiple-choice completionMultiple-choice paraphraseSimple completion

14 1. Limited Response Is this an apple? Yes !!!

For Beginners, usually short (limited) responses like “yes, no” are requiredIs this an apple?Yes
!!!

15 Limited Response allows

Individual testingE.g. T to st: “Go to the door” (The student walks to the door)2. Group
testingE.g. T to sts: “ Draw a circle around the tree” (Sts draw a circle around the tree on the
exam paper)T to sts: “My friend is eating” (Sts mark the correct picture)

16 ADVANTAGES OF LIMITED RESPONSE

ADVANTAGES OF LIMITED RESPONSEIt causes less stress than other types of
tests.It avoids skills such as reading and writing that have not yet been developed.It can be
scored easily and objectively.

17 LIMITATIONS OF LIMITED RESPONSE

It requires individual testing, which takes longer than group testing.It is usually difficult to test
abstract words with this technique.Sketches are sometimes ambiguous. (e.g., an orange may look
like a ball; running may look like dancing or jumping)

18 2.Multiple-choice completion
This kind of item is constructed by deleting a word from a sentenceShe quickly ………. her
lunch.a) drank b) ate c)drove d) slept

19 Following steps should be taken in writing multiple-choice completion test items:

Select the word to be tested.Get the right kind of sentence to put each word in (this sentence
context is called the stem).Choose several wrong words to put the right word with (these wrong
words are called distractors ) Three disractors plus the right word are enough for a written
item.Finally, prepare clear and simple instructions. And if this kind of test item is new to your
students, prepare one or two examples.
20 Vocabulary Choice for multiple-choice completion test items
From reading passages that your students have read before the test.Ask content words. (adj, verb,
noun..)Function words (article, prep, auxilary verbs., etc) appear in grammar tests

21 CONTEXT PREPARATION1. Make your stems (contexts) clear. Sometimes you may need
two sentences. E.g. “I want to paint, too. “All right. Use that ………..over there. a) *brush b)
pencil c) broom d) spoon

22 CONTEXT PREPARATION (Continued)

2. You can find a passage in sts’ level and select the stem (the sentences) from that passage.3.
Avoid contexts that are too difficult.Which context lets you understand the meaning of “imply”.1
“Present an analogy which implies the concept you wish to convey”2. “He didn’t actually say so,
but he implied that you lied”.

23 DISTRACTOR PREPARATION
Use sts’ errors to use as distractor.Make sure the distractors are the same form of word. Examine
the poor item below.She had to help the ………old man up the stairs.a) *weak b) slowly c) try d)
wisdom3. Don’t give grammatical clues to indicate the correct answer. Examine the following
poor item. It is always wet in England, you must buy an …………… . a) book b) spoon c) fork
d) *umbrella4. Do not include more than one correct answer Examine the poor items below.-She
sent the ……….yesterday a) letter b) gift c) friend d) book-She wrote a ……….yesterday a)
letter b) gift c) friend d) book

24 Instruction Preparation
Be BriefWhen giving only oral instructions consider late students.Both oral and written
instructions preferably for beginners. (or instructions in L1 for beginners)By giving an example,
instructions can be made more comprehensible.

25 Alternate Forms of Multiple-Choice Completion

Definition-To………..someone means to save him or her from danger a) praise b) injure c)
rescue d) announce2. Phrase Completiona) Idioms-The commitee …………….choosing you as
president. a) wound up b) buttoned down c) wiped out d) sat inb) Appropriatenes to context-The
newspaper says, “ A two-year-old girl… today when struck by a bus.a) kicked the bucket b) was
eradicated c) was killed d) departed

26 Alternate Forms of Multiple-Choice Completion (Continued)

3. Phrasal Context (Not sentence completion) ………..his fingernails. a) tailored b) reduced c)
remodeled d) manicured 4. Multiple-Choice Cloze (use stories or essays)

27 ADVANTAGES OF MULTIPLE_CHOICE COMPLETION

ADVANTAGES OF MULTIPLE_CHOICE COMPLETIONIt helps the students see
the full meaning of words by providing natural contexts. Also, it is a good influence on
instruction: It discourages word-list memorization.Scoring is easy and consistent.It is a sensitive
measure of achievement.

28 LIMITATIONS OF MULTIPLE-CHOICE COMPLETION

It is rather difficult to prepare good sentence contexts that clearly show the meaning of the word
being tested.It is easy for students to cheat by copying what others have circled.

29 3.Multiple-choice paraphrase
e.g. He was irate when he heard about the new plans a) interested b) surprised *c) angry d)
sadFor this type of item, it is easier to prepare contexts. Follow the steps below:1.Select the
words to be tested.2.Prepare a sentence context.3.Choose distracters.4.Write instructions

30 DISTRACTOR PREPARATION
1. Distractors must be in the same topic. See the poor example below- He just hit his shin .a) *leg
b) cousin c) fender d) fruit2.Try to avoid a word of opposite meaning with the right answer.See
the poor example below.- He plans to purchase some candy for his mother. a) make b) *buy c)
sell (opposite of “purchase) d) steal3.Try to avoid distractors with the same meaning. See the
poor example below. -His remorse was great indeed. a) wealth b)* sadness c) strength d) power
(c and d are same)4. Avoid tricky items that use close spelling or sound contrasts. Remember this
is a vocabulary test not spelling.- They crossed the ocean on a liner. a) sheep (ship ??) b)
streamer c) bolt (boat??) d) vessel

31 DISTRACTOR PREPARATION (Continued)

5. Be careful that the correct answer is not generally the longest. - That boy is unusual; he’s a
genius. a) can see the future b) has received much money c)*has unusual mental, inventive, and
creative ability d) has a terrible illness 6. The multiple-choice items should normally be easier
than the word in the stem. (irate is more difficult than sad, angry, interested, surprised) 7.
Students errors can be used as distractors.

33 ALTERNATE FORMS OF MULTIPLE-CHOICE PARAPHRASE

1. Idioms & other phrases - The salesman seemed quite down and out. a) *poor b)disappointed
c)lost d)angry 2.Phrasal context - a considerate little lady a) worried b) tired c) happy *d) kind 3.
Reading passage context. - Just then we saw him run out of the side door. As he turned the
corner, a slip of paper fluttered to the ground…. With that paper, the poilice were able to trace
the man’s whereabouts. In this passage trace means. a) copy b) enter *c) locate d) eliminate

34 4. Related-word identification
4. Related-word identification.(Not synoynms, but examples and nonexamples of the word
tested. - He eats lots of vegetables a) bananas b) peaches c) oranges *d) carrots 5. Unrelated-
word identification. - He lives in a big house. a) attic *b) car c) basement d) bedroom

35 ADVANTAGES OF MULTIPLE-CHOICE PARAPHRASE

ADVANTAGES OF MULTIPLE-CHOICE PARAPHRASEContext preparatıon is
rather easy.Scoring is easy and consistent.It is a sensitive measure of achievement.
36 LIMITATIONS OF MULTIPLE-CHOICE PARAPHRASE
It is difficult to prepare good synonyms.It is easy for students to cheat.

37 SIMPLE COMPLETION (WORDS)

Students fill in missing parts of words that appear in sentences. These missing parts are usually
prefixes and suffixes. - He was driving very care lessly and he would eventually…………have
an accident. ..etc .

40 CONTEXT PREPARATION FOR SIMPLE COMPLETION

Be careful that the context is not ambiguous and does not allow more than one correct answer.
Otherwise you have to accept both of the correct answers.E.g. He was a very nervous person
(However, nervy is also possible)You should also check sts’ knowledge of when NOT TO ADD
a prefix or suffix.E.g. This tool is very useful. You can use...X... it for eveything.

42 ALTERNATE FORMS OF SIMPLE COMPLETION

1) Stem-first procedureE.g. (similarity) It is quite similar to this one.2) Phrasal contextE.g. An un
tidy room. For low level sts grammatical clues such as (a/an)may be given.3) Compounds
(compound nouns)E.g. He sent a post card to his brother for his birthday.

43 4) Inflectional Cloze

45 ReferencesMadsen, H. S. (1983). Techniques in Testing. Oxfords: Oxford University

Press.Hughes, A. (1992). Testing for Language Teachers. Cambridge: Cambridge University
Press.Magdalena, J. (2017). Testing Vocabulary. Retrieved fromAl Zolaibani, A. Et all
(2017).Testing Vocabulary. Retrieved fromCandilas, K. S. (2017). Testing Vocabulary.
Retrieved from

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