Abstract Summary
This project investigates the validity of a standardized receptive vocabulary test designed for native speakers of English when used with young learners of English in different L2 programs (immersion, EFL). Rasch analysis and group comparisons are conducted to show whether the test is suitable to validly measure L2 receptive vocabulary.
Abstract :
The vocabulary knowledge of foreign language learners is a good indicator for making statements about language acquisition at an early stage. The form-meaning mapping as the first stage of acquiring a word, measured by receptive vocabulary tests, appears to be a reasonable choice for this purpose. As there is no standardized test for the receptive L2 vocabulary of young learners, tests originally designed for native speakers are often used. However, L2 learners can only master words they receive as input. Therefore, the validity of the test needs to be reconsidered when using it in a different learning context.
This study investigates whether the British Picture Vocabulary Scale 3 (BPVS3, Dunn, Dunn 2009) is suitable to validly measure L2 vocabulary knowledge. It focuses on the following research questions: Is the BPVS3 suitable as a test instrument for mapping the receptive L2 vocabulary knowledge of primary school children? To what extent do the overall scores differ for learners from different L2 programs?
To answer research question 1, 482 learners of different L2-programs (immersion and regular EFL) are tested using the BPVS 3 and a Rasch analysis is conducted on the results. The analysis intends to show whether the implied degree of difficulty can also be found with L2 learners as an indicator of L2 test validity. To address research question 2, the results of the Rasch analysis are analyzed using group comparisons. Words not known by a whole group present a limit to the transferability of the test. Overall, the number of correct items decreases from set to set, which would indeed suggest that the test is, in principle, transferable. Outlier values of certain items will be examined more closely and discussed with respect to tests’ validity in L2 contexts.
