VALIDATION OF A TEST MEASURINGYOUNG LEARNERS' GENERAL L2 ENGLISH VOCABULARY KNOWLEDGE

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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