Measuring second language vocabulary acquisition

Abstract

This book provides an up-to-date exploration of the area of second language vocabulary assessment. Its main focus is the potential of lexical frequency for establishing standardised tests and providing normative data, and how this can contribute to the areas of vocabulary teaching and testing. This work presents a critical approach to wellestablished constructs and measurements, which is of particular interest to vocabulary researchers. Simultaneously, the author’s wish to bridge the gap between research and the foreign language classroom is relevant to teaching practitioners. In Chapter 1, Milton discusses how vocabulary knowledge can be conceptualised and measured. Chapter 2 considers the role of word frequency in vocabulary acquisition. Milton reports research which shows that learning concentrates on highfrequency words in order to illustrate that vocabulary testing should be targeted on frequency data. Chapter 3 provides a clear explanation of the frequency model in relation to text coverage and comprehension, giving special attention to coverage in different languages and the potential of specialist vocabulary lists. Chapter 4 explores how vocabulary breadth can be measured. Milton argues for the need to use standardised testing methods, conforming to the frequency model, which allow comparisons across learners, schools, countries and potentially different languages to be made. Chapter 5 concerns the acquisition and measurement of phonological vocabulary knowledge, particularly compared to orthographic knowledge, and of word parts. Chapter 6 explores possible ways to approach and test productive vocabulary knowledge while Chapter 7 moves from breadth to depth of vocabulary knowledge. Milton uses empirical data to argue that different tests of depth might be tapping into breadth instead. In Chapter 8, Milton applies the measures of vocabulary breadth to examination levels as well as to the Common European Framework of Reference for Languages (CEFR) scale. Particularly interesting is the comparison of vocabulary breadth in relation to CEFR levels between learners from different countries. The following two chapters deal with vocabulary learning from classroom and informal language input, respectively. Chapter 9 is mainly devoted to vocabulary used in textbooks and its contribution to acquisition. Chapter 10 presents results of several studies revealing the potential of informal L2 input, such as songs, for vocabulary learning. In Chapter 11, Milton draws on all previous chapters and considers how the discussed measurements can be applied to the practice of vocabulary teaching and testing. This book succeeds in its goal of giving a complete overview of vocabulary measurement. Even though the title might suggest it is a manual for those interested in vocabulary measurement, it is not. Instead, it is a review with strong implications for practical purposes. Its main strength is the convincing case made for The Language Learning Journal Vol. 40, No. 2, July 2012, 255–261