词汇测试课件

1、Contents leading Aims of testing vocabulary Principles of testing Vocabulary 1.Selecting vocabulary 2.Desining of the test Methods of testing VST 1.depth tests 2.breadth tests,绝大多数英语测试中都有词汇测试项目，无论是教学中的各项测验,如随堂测验、期中及期末考试等，还是标准化的水平测试，如美国的托福,我国的高考及等都有词汇测试项目。,对学习者进行词汇的测试，可以让我们了解词汇教学是否有成效，通过对测试结果的分析，发现词汇

2、教学中的问题，从而进一步改进教学。 词汇量测试是词汇研究中一个重要组成部分，对学习者词汇量的测试可以为制定教学计划和衡量教学效果提供客观的指标。词汇教学也不例外。,WHY do we test vocabulary？,语言测试的试题设计,原则上应该注意以下几个问题:信度(reliability)、效度(validity)、区分度(discrimination)、实用性(practicality)和反拨效应(backwash)。设计试题时,首先要考虑的是信度,即测试项目的覆盖面是否大,是否有代表性。抽样越多,信度则越高。,对信度的把握,还要注意试题的设计是否有利于评分,做到评分科学、客观、公正。

3、其次,设计试题时,对效度也要把握好。其一,要把握好表面效度(face validity),即试题让人看上去感到合适,能引起受试者的兴趣; 其二,要把握好内容效度(content validity),即所考察的内容是考试大纲所规定的内容;其三,要把握好编制效度(construct validity),即试题的设计要体现科学的语言观、学习观和一定的言语行为理论;其四,要把握好经验效度(empirical validity),测试结果应同另一次实践相近、程度相当的有效测试结果相同。,英语词汇测试的目的和实质就是测量学生掌握词汇量之多少及掌握程度如何，要保证测试的信度和效度，应主要从两个方面考虑，一是

4、选择哪些词汇为代表；二是设计什么样的测试形式。,再次,设计试题时要考虑区分度。试题由易到难,且过渡要缓慢,容易题可以树立受试者应试信心,难题可以拉开受试者之间的距离,体现差异。第四,设计试题时应考虑实用性,即试题应便于使用,包括试卷印刷要清晰,题量与测试时间一致。此外,所设计的题目应尽量避免使用仪器设备,因为各地的设备状况不一样,过多使用设备会影响受试者答题。第五,设计试题时应考虑到测试对教学、对素质培养的反拨效应。,从理论上讲,测试应促进教学、促进素质教育的培养;但在具体实施中,测试客观地对教学与素质培养起着“指挥棒”的作用,即怎么考,就怎么教、怎么学,考什么,就教什么、学什么。客观题过多,

5、容易诱导学生鉴别语言信息能力的发展,而忽视提供语言信息能力的培养;而主观题覆盖面窄,则难以全面反映受试者的综合情况。上述这些原则必须用适当的题型来体现,因为适当的形式才能较好地体现内容;而题型说到底还是个形式问题,容易做到,难做到的是命题人所要注意的每个题型所检测的内容。,选择哪些词为代表是首先要决定的问题。学生学过的词汇有多有少，但不可能把他们所学过的词汇一一列在试卷上，只能选择其中某些有代表性的。何为有代表性的就是通过这些词就可判断出学生掌握词汇的多少。针对不同水平的考生，所选的代表性词汇当然应不一样。 挑选词汇时依据是什么?教学中的成绩测试可根据教学大纲并结合教材上的词汇表水平测试可根据

6、考试大纲结合词汇出现的频率。低年级的学生所学的词汇较少，比较容易选择，一般的教师凭自己的经验就可挑出。对于中、高年级的学生如大二以上的学生，单凭经验显然不够。这时需同时参考教材、教学大纲的词汇表和词频表。对于所选出的词汇，一定要能按词频分出几个档次。要弄清楚，考生答对哪一档次的词，就说明他的词汇有多少。词汇测试的效度、信度及区分度，主要依赖于词汇的代表性和档次的划分。当然，教学中的随堂测试和诊断测试中的词汇不必如此严格。 随堂测验可只测最近所学的词汇；诊断测试可只测教师想了解的某些词汇。这样的测试属特殊情况，当然应另当别论。,一般选词的方法有词典法和词频法两种词典法在选词时首先选择一部词典，了

7、解词典的词汇总数，然后随机抽取一定数量的词作为词汇样本施测，学习者词汇量测试的正确率乘以该词典的总词数除以测试词汇量就是该学习者的词汇量。根据的建议，词典法需要考虑的因素有： 第一，词典的规模和类型（ 应该包括被试知道的词）； 第二，词条总数（ 或者基本词数目）的准确性； 第三，哪些词应该被排除在外（ 如缩写、专名、复合词、符号等），同一词族应计算在内的词条有哪些（ 非基本词最好排除在外，以避免高频词数量过多），都必须有明确的标准； 第四，占词典篇幅多的词在抽取中也不要有过多的数量； 第五，足够大的样本。,选词的方法,词频法 是根据某一词频表，从不同的频率等级中选取相同数量的词语组成测试词汇量

8、。词频法的理论假设是：出现频率越高的词就越早、越容易学到，所以学习者在不同词频等级上的词汇知识可以作为整个词汇量的指标。 词频法最主要的问题是：首先没有足够的证据表明在词频和学习者知道这个词的可能性之间有明确的联系，即使存在这种联系，以词频为根据测出来的词汇量的精确性也会受到测试样本的限制，而且用词频法测量高水平学习者的词汇量也不合适，因为他所知道的词可能不在测试的词频范围内； 其次，词频的计算取决于语料类型，这对于低频词的计算尤为关键；另外，以不同的方法计算派生词形式也可能导致词频差异。,样本量,测试方法 常见的测试方法有词表法、多项选择法、翻译法和释义法等。最简单的词表法是“ 是非判断”,

9、要求被试对每个孤立的词给予“ 知道”或“ 不知道”的判断。这种方法的优势在于能够在短时间内测量大量的词，缺点则是不能证实被试的答案，因而不够准确。 传统的“ 多项选择法”一般是从四个选项中选出一个正确的答案，选项可以是目标词的同义词，或者是它的解释。目标词可以单独出现，也可以在句子中出现。这种方法易于实施、评分和分析，而且能够一次让许多被试测量大量的词。,Some examples of testing,释 义 法 这种方法从不同频率等级中选出若干词，要求被试从左边的六个词中选出三个词与右边的意思相搭配，每组词都有相同的词性。,选择正确的答案填空,例如 :A_to this problem i

10、s expected to be found before long.A.solution B.settlement C. response D.result(Key:A) 选择正确的答案代替画线部分,例如: You have noth-ing to gain by refusing to listen to our advice.A.seize B.get C.grasp D.ear(Key:B) 挑选出下面单词的正确意义,例如 :altitude A.纬度B.高度C.态度D.多角度(Key:B) _丰国欣 (周口师范学院学报2004年5月),以上3种选择题是较为常见的专门词汇测试题,当然,

11、还有些较为简单的测试题型。除此以外,词汇还可以融在阅读测试中进行。例如,根据空白处首字母的提示,填写出所空的单词。将词汇测试融于阅读测试中的好处就是语境更加具体,不利因素是由于受到具体文章限制,对考查高频词的掌握情况有些局限性,另外,还受到语法的限制。因此,词汇测试应重词汇意思,尽量不涉及语法和用法。,选定了有代表性的词汇后，就要考虑设计测试题目的形式。英语词汇测试一般从词义、拼写和用法三个方面进行。有单测其中一项的，也有同时测其中两项的。词汇测试的形式较多，尤其是近年来随着英语学习的普及，词汇测试的形式更是花样迭出。但总的来讲，在设计过程中应把握两个原则：一是要保证测出学生的词汇知识，二是根

12、据测试的类型、内容和目的等变换测试形式。,The vocabulary size test was developed to provide a reliable, accurate, and comprehensive measure of a learners vocabulary size from the 1st 1000 to the 14th 1000 word families of English. Table 1summarises the data from Nation (2006) showing the vocabulary sizes needed to reach

13、 98% coverage of various kinds of text. When a learner has 98% coverage of a text, adequate unassisted comprehension is possible (Hu Paribkaht and Wesche 1997) was devised as an instrument to test the effects of salient vocabulary instruction based on reading texts in an ESL programme at the Univers

14、ity of Ottawa. The learners are presented with a list of target words after reading a text and asked to indicate and self-report their knowledge of each word, using the scale in Figure 2.3.,I I dont remember having seen this word before. II I have seen this word before, but I dont know what it means

15、. III I have seen this word before, and I think it means _.(synonym or translation) IV I know this word. It means _. (synonym or translation) V I can use this word in a sentence: _. (Write a sentence) (If you do this section, please also do Section IV),Selection of items Lexical items can then be se

16、lected from: the syllabus (including a word frequency list if available); the students textbook (provided the items approximate to those used in natural speech situations); the students reading material (e.g. simplified readers, literary texts); and lexical errors taken from students free-written wo

17、rk (or from students incorrect answers in a cloze test).,Two major kinds of multiple-choice item: Choose the letter of the word which is the nearest in meaning to the word in italics. Hes been very feeble since his illness. A. unwell B. thin C. foolish D. weak Choose the letter of the correct or bes

18、t word to complete each sentence. Have you heard the planning committees . for solving the citys traffic problems? A. theory B. design C. proposal D. purpose,The stem should be kept simple. Meanwhile, the options should be simple in so far as they should contain only those vocabulary items which the

19、 testees can understand. a person who receives and pays out money in a bank A. broker B. accountant C. creditor D. cashier advocate A. support B. advise C. contradict D. damage Its rained continuously for two whole days. A. without stopping B. heavily C. regularly D. at odd moments,Each option shoul

20、d belong to the same word class as the word in the stem, particularly when the word appears in the context of a sentence. (forementioned examples) The correct option and the distractors should be at approximately the same level of difficulty. theatrical A. angry B. histrionic C. proud D. foolish,All

21、 the options should be approximately the same length. a hitch-hiker A. a man who makes ropes B. a person who travels about by asking motorists to give him free rides C. an old-fashioned sailor D. a boy who walks long distances,Many of the difficulties arising from the testing of collocations are avo

22、ided by the testing of word sets. In such tests the students familiarity with a range of associations is measured.,Type 1: Recognition Read each of the following lists of four words. One word does not belong in each list. Put a circle round the odd word in each list. son happyarrive fathermarrieddep

23、art boy engagedgo away brother single leave,Type 2: Production Each group of words is related to a particular subject. Write down the particular subject which is connected with each group of words.,Complete the following sentences with the most suitable verb phrase from the list. came about pull thr

24、ough broken out falling out running into brought up get away put off Did the prisoner manage to. ? Yes, the police are still looking for him. The doctor thought Mr Benson would . after the operation. The couple are always. and causing a disturbance. And so it. that we eventually parted. (etc.),Complete the following paragraph on problems caused by weightlessness by writing ONE word in place of each blank. Increasing . is now being . on the effects of weightlessness