How to Test Vocabulary

Maria Kristina P1021150015

Why Test Vocabulary

• Motivates learners• Provides a form of feedback• To know the effectiveness of teaching• Research purpose• Make an useful backwash effects

Why Test VocabularyTests of Vocabulary• Placement Test / Diagnostic Test. At the beginning of the course.• Achievement Test.At the end of the course.

What to TestThe factors in testing vocabulary• Validity Does the test assess what I want

to asses?*of practicality (easy to administer)*of backwash (Will the test have a positive

effect on learning?)

• Reliability Does it have consistent result?• Face validity Do the learners accept it as

being a valid test?

Types of Test1.Multiple choice(+) easy to score

easy to design

2. Gap-fill*Selective (or open)cloze type

* C-Test

Measuring Word Knowledge

Three aspects of vocabulary knowledge that are measurable quantitatively:

• Lexical density a measure of the proportion of content words in a text.

• Lexical variety a measure of the different words in the text.

• Lexical sophistication assessed by counting the number of relatively infrequent words in a text.

Doing Action Research

*Action Research is small scale research implemented by teachers and directed at improving learning outcomes.

Doing Action Research*List of research ideas:• To investigate different learning styles.• To investigate the effectiveness of different mnemonic

techniques.• To investigate different ways of selecting words for

presentation.• To investigate the effect of extensive reading on vocabulary

acquisition.• To investigate vocabulary recording strategies.• To investigate the effect of guessing-from-context.• To investigate the effect of dictionary use.

How to Teach Grammar

Sample Lesson 3

Sample Lesson 3Integrating grammar into a skills - based lesson

(Intermediate)

• Step 1 Teacher tells a story about his experience.

• Step 2 Teacher asks questions on details of the story.

• Step 3Teacher produces a copy of letter.

Sample Lesson 3Integrating grammar into a skills - based lesson (Intermediate)

• Step 4Teacher asks the students to tell him what he had written about the weather

• Step 5 The teacher asks the students to formulate the rule.

It was so hot that we decided to go for a swim.It was such a hot day that we…

so + adjective + that…Such (a) + adjective + noun + that…

Sample Lesson 3Integrating grammar into a skills - based lesson (Intermediate)

• Step 6 Teacher asks the students to write a short summary about his story.

• Step 7Teacher invites students to recall similar incidents and incorporate the use of so or such when see an opportunity.

Sample Lesson 3Integrating grammar into a skills - based lesson

(Intermediate)

Discussion• PPP lesson• Targeted language presented by means of a text ( Step 1

and 3)• Available text for later language – focused work (Step 2)• Made ‘problematic’(Step 4)• Short practice stage ( Step 6)• Production Stage ( Step 7)

Sample Lesson 3Integrating grammar into a skills - based lesson (Intermediate)

Evaluation• The E-factor and A-factor Text- teach-text model is easy and economical.

Text 1 Teach Text 2

Thank you :D