Earticle

초록

영어

The study aimed to investigate the effect of test types on measurements of vocabulary knowledge. Sixty-nine EFL learners participated in the vocabulary test involving three types of tasks(stimuli: L1-translation equivalent, L2-meaning, and L2-context). Based on the findings from ANOVA analysis of the results, the study confirmed that learners with the same vocabulary knowledge may vary in their test scores across different task types. It was also found that the learners' vocabulary learning methods vary among the types of stimuli. More importantly, a positive correlation was found(confirmed by Kendall's tau-b correlation) between the task type and their vocabulary learning methods. The study suggests that the vocabulary knowledge of the same test-taker may be measured higher in the L1-prompted than in the L2-prompted tests because the L1-translation type may be less cognitively demanding and better correspond to their L1 translation-based learning method. Lastly, the study has some implications for researchers and educators.

목차

Abstract
1. Introduction
2. Literature Review
2.1. Vocabulary Knowledge
2.2. Task Differences in the Vocabulary Tests
3. Methods
3.1. Participants
3.2. Materials and Procedure
3.3. Data Collection and Analysis
4. Results and Discussion
5. Conclusions and Pedagogical Implications
References

저자

• Hyunjeong Nam [ Dong-A University/Professor ]

참고문헌