Bu çalışma, küçük yaştaki öğrencilerin ikinci dil olarak kelime bilgilerini değerlendirmek için tasarlanmış bir testin, Küçük Yaştaki Öğrencilerin Kelime Değerlendirme Testinin (YLVAT), geçerliliğini sunmayı amaçlanmaktadır. YLVAT, Kelime Seviyeleri Testlerinin K1-2 sıklık seviyelerinden seçilmiş olan 37 maddeden oluşmaktadır. Bu çalışmada, İsveçli öğrenciler (sayı=52, yaş 12) YLVAT'yi aldılar ve bir değerlendirme formu doldurdular. Aynı zamanda, ulusal İngilizce testinin (okuma ve dinlemediğini anlama) sonuçları da toplandı. Dört adet geçerlilik ölçümü kullanıldı; YLVAT puanlarının yayılımı, ulusal test ulusal test -okuma- ile korelasyon okuma- ile korelasyon, ulusal test -dinleme- ile korelasyon, değerlendirmedeki cevaplar. YLVAT sonuçları, puanları yeterli derecede dağılımına dikkat çekmektedir (M = 18.9, SD = 6.5). YLVAT ve (i) okuma (r = .597**), (ii) dinleme (r = .541**), (iii) algılanan test zorluğu (rs = -.538**), ve (iv) teste girmenin ne kadar eğlenceli olduğu (rs = .683**) arasında önemli korelasyonlar bulunmuştur. ANOVA göstermiştir ki YLVAT'ı 'kolay' veya 'çok kolay' bulanlar, onu 'zor' (18.3) veya 'çok zor' (12.9) bulanlardan anlamlı derecede (p = .000)daha fazla puan (26.1)değerlendirmeleri ile ilişkili bulmuşlardır. almışlardır. Sonuç olarak, öğretmenler YLVAT'ı öğrencilerin kelime bilgileri ile alakalı kendi değerlendirmeleri ile ilişkili bulmuşlardır.
This study aims to present the validation of a test designed to assess young learners' general L2 English vocabulary knowledge, the Young Learner Vocabulary Assessment Test (YLVAT). YLVAT consists of 37 items selected from the K1-2 frequency levels of the Productive and Vocabulary Levels Tests. In the study, Swedish learners (N = 52, age 12) took YLVAT and filled out an evaluation; scores from the national test of English (reading and listening comprehension) were also collected. Four validity measurements were used: the spread of YLVAT scores, correlation with the national test - reading, correlation with the national test - listening, and evaluation responses. YLVAT results point to a sufficient spread of scores (M = 18.9, SD = 6.5). There were significant correlations between YLVAT and (i) reading (r = .597**), (ii) listening (r = .541**), (iii) perceived test difficulty (rs = -.538**), and (iv) how fun it was to take the test (rs = .683**). An ANOVA showed that learners who found YLVAT "easy" or "very easy" scored significantly (p = .000) higher (26.1) than those who found it "difficult" (18.3) or "very difficult" (12.9). Finally, teachers found YLVAT to correlate with their own assessment of learners' vocabulary
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