STUART MCLEAN (OSAKA JOGAKUIN UNIVERSITY )

CORRELATIONS OF MODALITIES OF VOCABULARY KNOWLEDGE TO L2 READING PROFICIENCY: A BOOTSTRAPPING APPROACH : LANGUAGE TESTING AND ASSESSMENT

Vocabulary’s relation to reading proficiency is a justification for the assessment of L2 written receptive vocabulary knowledge. To investigate the relationships between various constructs of vocabulary knowledge and reading proficiency a bootstrapping approach employed. 103 learners answered 1000 vocabulary test items spanning the 3rd 1000 most frequent words in English. Items were answered under four modalities each: Meaning Recall, Form Recall, Passive Recognition Multiple-Choice, and Self-Report Yes/No checklists. These large pools of items were then sampled with replacement creating thousands of simulated vocabulary tests in each modality, ranging in length from 5 to 200 items. These tests were then correlated to reading ability, determining average correlations of each modality at each test length. For all test lengths, Meaning Recall vocabulary tests had the highest average correlations to reading proficiency. For tests of 30 items or more, Yes/No checklists were the poorest predictors examined, despite exhibiting the highest mean internal reliability.

Stuart McLean teachers at Osaka Jogakuin University. He holds an M.Sc.Ed. (TESOL), a Ph.D. in Forensic Medicine, and a P.G.C.E. He is a TESOL doctoral student at Kansai University. He has published in Reading in a Foreign Language, Language Teaching Research, System, TESOL Quarterly, Language Assessment Quarterly, and Applied Linguistics.