Table of Contents

 

Chapter One The Notions of Receptive and Productive Vocabulary

1.1 Introduction

1.2 The Four Ways of Describing Reception and Production

1.3 Where did these terms come from?

1.4 How have Receptive and Productive Vocabulary been defined?

1.5 Can these tasks help us?

1.6 Conclusion and Objectives

 

Chapter Two Literature Review

2.1 Introduction

2.2 The Studies

2.2.1 Symonds (1926) and Symonds and Penney, (1930)

2.2.2 Morgan and Oberdeck (1930)

2.2.3 Three 'Recognition versus Recall Debate' Studies

2.2.4 Takala (1984)

2.2.5 Schmitt (1998)

2.2.6 Three Levels' Test Studies

2.2.7 Other Studies that have tested either Receptive or Productive Vocabulary

2.3. Discussion

2.3.1 Introduction

2.3.2 Definition of terms

2.3.3 The Gap between RPV

2.3.4 Validation

2.3.5 Areas that have not yet been investigated

2.3.6 Section summary

2.4 Vocabulary tests and the assessment of RPV

2.5 Summary

 

Chapter Three Receptive and Productive Vocabulary and Test Sensitivity

3.1 Introduction

3.2 Test sensitivity

3.3 Experiment 1

3.3.1 Aim.

3.3.2 Method

3.3.3 Results

3.3.4 Discussion

3.4 What are these tests measuring?

3.4.1 Introduction

3.4.2 The relationship between task and test

3.4.3 A thin line between test format and mental processes

3.4.4 Task demands and Test type.

3.5 Conclusion: A Research agenda for this thesis

3.5.1 Introduction

3.5.2 Conclusion

 

Chapter Four The Search for Tasks to Assess Receptive and Productive Vocabulary

4.1 Introduction

4.2 Self-Report Tasks: An overview

4.2.1 What is a self-report task?

4.2.2 The Advantages of Self-Report Tasks

4.3 Vocabulary Knowledge Scales

4.3.1 Introduction

4.3.2 The Vocabulary Knowledge Scales

4.3.3 Discussion of the Vocabulary Knowledge Scales

4.3.4 Summary

4.4 Multi-State models of Vocabulary Testing.

4.4.1 Introduction

4.4.2 Background to Multi-State Models of vocabulary Testing

4.4.3 Metacognition and the Self-Report Tasks.

4.5 The State Rating Task

4.5.1 Introduction

4.5.2 Understanding and Use vocabulary

4.5.3 A Description of the State Rating Task

4.5.4 Some Advantages of a State Rating Task

4.5.5 Verification of knowledge and the SRT

4.5.6 Conclusion.

4.6 Chapter Summary

 

Chapter Five Assessing The State Rating Task: A Vocabulary Size Test and a Productive Task

5.1 Introduction

5.2 The Tasks.

5.2.1 Introduction

5.2.2 The Production Task

5.2.3 Section summary

5.3 Experiment 2

5.3.1 Intention

5.3.2 Method

5.3.3 Results

5.4 Discussion

5.4.1 Introduction

5.4.2 Overall Results.

5.4.3 The Ratings from the SRT

5.4.4 Number of productions

5.4.5 Correlations between the number of tokens produced and the SRT test.

5.4.6 Rate of Production

5.4.7 Frequency of Productions

5.4.8 Individual Differences

5.4.9 The Use of Native Speaker norming population

5.4.10 Comparison of Understanding vocabulary and Productive State ratings

5.5 Conclusions

 

Chapter Six The State Rating Task and the Longitudinal Development of Understanding and Use vocabulary

6.1 Introduction

6.2 The Longitudinal development of Understanding and Use vocabulary

6.2.1 Introduction

6.2.2 Finding a suitable SRT

6.2.3 Size of the Study

6.2.4 Section Summary

6.3. Experiment 4

6.3.1 Aim

6.3.2 Method

6.3.3 The Results

6.3.4 Discussion of the results in Experiment 3

6.4 Discussion

Outstanding research

6.5 Conclusion

 

Chapter Seven Refining the State Rating Task

7.1 Introduction

7.2 The State Rating Tasks that have been used so far

7.3 Criteria for what the State Rating Task should be able to do.

7.4 Finding a suitable SRT

7.4.1 Introduction

7.4.2. Considerations when developing a SRT

7.4.3 Some Rejected Rubrics

7.5 The Final design - The State Rating Task

7.5.1 A rationale

7.5.2 Subject feedback on the SRT

7.5.3 The statistical analysis of SRTs

7.6 Assessing the Reliability of the SRT

7.6.1 Introduction

7.6.2 Experiment 5a - Actual v's Rated Knowledge on the SRT

7.6.3 Experiment 5b - General proficiency v's Rated Knowledge on the SRT

7.6.4 Experiment 6 - Consistency of Response on the SRT

7.6.5 Discussion of the three experiments

7.7 Conclusion

 

Chapter Eight The State Rating Task and a Production Task II

8.1 Introduction

8.2 Previous findings

8.2.1 Summary of Experiment 2

8.2.2 Outstanding issues

8.2.3 Section summary

8.3 Experiment 7

8.3.1 Overview

8.3.2 Method

8.3.3 Results

8.4 Discussion

8.4.1 Introduction

8.4.2 Overall results

8.4.3 Responses to the SRT

8.4.4 Spew test data

8.4.5 The SRT Vocabulary Size Test data

8.4.6 Ratings

8.4.7 Comparison with Experiment 2

8.4.8 Patterns of response

8.5 Conclusions

 

Chapter Nine The State Rating Task and the Longitudinal Development of Understanding and Use vocabulary II

9.1 Introduction

9.2 Review of Experiment 3

9.2.1 Outstanding Issues

9.3 Experiment 8

9.3.1 Method

9.3.2 Results

9.4 Discussion

9.4.1 Overall results

9.4.2 Individual difference by Subject

9.4.3 Subject response to the SRT

9.4.4 Selection of test items

9.4.5 S2's Patterns of movement of groups of items

9.4.6 Understanding and Use vocabulary

9.4.7 Preference for States A and E and Subject reactions to them

9.4.8 A comparison with Experiment 3

9.4.9 Fluctuation and Progress

9.5 Conclusion

 

 

Chapter Ten Review and Conclusions

10.1 Introduction

10.2 Review

The major findings in this thesis

10.3 Discussion

10.3.1 Benefits of the SRT for Research

10.3.2 Some issues arising from the use of the SRT

10.4 The future of the State Rating Task

10.4.1 Guidelines for the use of the SRT

10.4.2 Further Research

10.5 Conclusion.

 

 

Go To Chapter One

 

 

Appendices

Appendix 3.1 Experiment 1 test items.

Appendix 3.2 The Construction of the COBUILD list

The final 8044 word list

Finding words for Experiment 1

Appendix 5.1 The SRT Vocabulary Size Test in Experiment 2.

Appendix 5.2 Experiment 2 data.

Appendix 5.3 Guttmann Scalability Ratings for the SRT Vocabulary Size Test in Experiment 2.

Appendix 6.1 The test items in Experiment 3

Appendix 7.1 Experiment 4a

Appendix 7.2 Experiment 4b.

Appendix 7.3 Experiment 4c

Appendix 7.4 Various wordings for dual State Rating Tests

Appendix 7.5 Finding suitable pseudo words.

Appendix 7.6 Experiment 5: The Tests And Words Used in The Reliability Experiment of the State Rating Test.

Appendix 7.7 The summary data by subject by test for Experiment 5

Appendix 7.8 Data by subject by state for the State Rating Test. Experiments 5a and 5b.

Appendix 7.9 Data by subject for the Translation and Sentence test comparison with the State Rating Task in Experiment 5a

Appendix 7.10 Scalability of the Nelson Test

Appendix 7.11 The test items used in Experiment 6

Appendix 7.12 Individual data by subject for Experiment 6

Appendix 8.1 Data by Subject for the SRT Vocabulary Size test in Experiment 7

Appendix 8.2 Frequency of production data by subject for Experiment 6

Appendix 9.1 Individual transitional matrices for the 4 subjects in Experiment 8

Appendix 9.2 Pseudo word data for Experiment 8

Appendix 9.3 The test items in Experiment 8

Appendix 9.4 Change Pattern data by Subject for Experiment 8

References

Abstract Index

Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter5

Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10

Bibliography Appendices