Professional Documents
Culture Documents
A PAPER
By:
Arnis Silvia
2111014000017
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UIN SYARIF HIDAYATULLAH JAKARTA
2012
Abstract
The role of vocabulary is essential in second language acquisition as
vocabulary knowledge is the basis for communication, and it is also emphasized
by the basis that grammatical errors still result in understandable structures, while
vocabulary errors may disturb communication. Vocabulary knowledge, within this
context, can be assessed quantitatively (breadth) and qualitatively (depth). The
first refers to the number of acquired vocabulary (vocabulary size) while the last
refers to depth of vocabulary knowledge (how well the target words are known).
For this purpose, various kinds of vocabulary test have been constructed through
times. This paper is trying to get together the notion of vocabulary assessment, the
development of vocabulary assessment from time to time, what constitute good
vocabulary test, and the implication of vocabulary assessment in language
teaching.
Lexner, S.B., Random House Websters unabridged dictionary (2nd ed.), (New York: Random
House), 2003
Nation2 (1990) divides vocabulary into three groups: (1) a small number of highfrequency words, which are clearly so important that considerable time should be
spent on them by teachers and learners; (2) a very large number of low-frequency
words, which require the mastery of coping strategies; and (3) specialized
vocabulary which is of interest for learners who are active in specific professional
fields. The first group of vocabulary, high frequency words, are needed for
second/foreign language learners to comprehend spoken/written text. When the
learner know these words, they will know a very large proportion of the running
words in a written or spoken text. Most of these words are content words and
knowing enough of them enables a good degree of text comprehension. To
illustrate, comprehending 2,000 words enables up to 80% coverage of written text
(formal written text), and enables 96% coverage of informal spoken text
(Schonell, Meddleton and Shaw3).
In academic setting, vocabulary that appears on the written or oral texts
are rarely similar to those that are used in informal talks. On the other hand,
vocabulary will be found in all English skills (listening, speaking, reading, and
writing) which means that the measurement of vocabulary knowledge is essential
as it is the fundamental element for supporting the other language skills.
There are some rationales on why vocabulary knowledge is emergent to be
assessed. First, the backwash of vocabulary test. A vocabulary test could be a
good input for the teachers and administrators to check the vocabulary size of
their students and detect as early as possible if there is some problems in the
vocabulary acquisition. Immediate treatment is given to cope this problem.
Second, vocabulary test is a good instrument to measure how vocabulary
develops. If vocabulary levels do reflect language development more generally,
then vocabulary testing might offer a relatively quick and easy way for
Nation, I.S.P, Teaching and Learning Vocabulary., (New York: Newbury House), 1990
Schonell, F.J., I.G. Meddleton and B.A. Shaw., A Study of the Oral Vocabulary of Adults,
(Brisbane: University of Queensland Press), l956
Milton, J, Measuring Second Language Vocabulary, (New York: Multilingual Matters), 2009, p.
13-14
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Nation, I.S.P, Teaching and Learning Vocabulary., (New York: Newbury House), 1990, p.31
Figure 1. The History of Sample Items within Era (Piersen, Hiebert & Kamil8)
Time
Type of Vocabulary
Period
Assessment
1915-1920
Sample Items
Decontextualized
vocabulary
assessment
1970s
1980s
Early
efforts
to
contextualize
vocabulary
Steps
toward
contextualization
Embedded
vocabulary
following:
assessment
In line 2, it says, Because he was responsible for early
morning chores on the farm, John
was often tardy for school.
The word tardy is closest in meaning to
(a) early (b) loud (c) ready (d) late
Pearson, P.D., Hielbert, E.H. & Kamil, M.L, Vocabulary Assessment: What We Know and What
Need to Learn. Reading Research Quarterly Vol. 42, No. 2, 2007, p. 285
Late 1990s
Computerized
format
years. Each year, fans flock to diamonds all over the country
to pursue this passionate hobby.
(ii) CRUEL
(iii) INTEREST
(iv) ENTER
b. Synonym
Write in each space the best word to replace the words underlined in each sentence
(i) Tom went at once to the doctor's
immediately
......................
......................
c. Rearrangement
rearrange the following letters to make words. then use each word in a sentence of your own so as
to show the meaning of the word
PLEAP
SUHOE
ROLRY
CELPA
EGURE
IRACH
Heaton, J.B, Writing English Language Test, (Hongkong: Longman Group), 1988, p. 61-62
d. Definition
Use each of the following words in a sentence so as to show the meaning of the word
economy
politics
industrious ...
Explain the meaning of each of the underlined words of the underlined words in the followiing
phrases
an archaic word
a fortuitous event
e. Completion
Hosnah:
..............
Mohammed:
Hosnah:
..............
Mohammed:
..............
Hosnah:
..............
Mohammed:
Hosnah:
Muhammed:
..............
See more on Hughes, A., Testing for Language Teachers, (London: Cambridge University
Press), 1989, p. 147-149
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Milton, J., Measuring Second Language Vocabulary, (New York: Multilingual Matters), 2009,
p.17
validity that is, whether the test is credible to users as a test of what it is supposed
to measure.
Milton, J., Measuring Second Language Vocabulary, (New York: Multilingual Matters), 2009,
p.240
Conclusion
Vocabulary knowledge is as essential as the language skills as it is the foundation
for comprehending those skills. Further, vocabulary is used to measure someones
the level of language especially in productive skills (writing and reading).
Vocabulary can be seen and and tested from its breadth (the size) and its depth
(the knowledge about the known words). As the time turns, the format of
vocabulary tests develop and changes, from the passive and dicrete ones into a
more communicative and comprehensive types. A test maker should consider the
reliability and the validity factor before constructing a vocabulary test. It should
be distincted between vocabulary test and reading/ listening test. Pedagogically
speaking, this fact imply that teachers should encourage the students to enlarge
their vocabulary size in various approach and to get the students familiarized with
various types of vocabulary tests.
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REFERENCES
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