Testing vocabulary knowledge: Size, strength, and computer adaptiveness

Batia Laufer, Zahava Goldstein

Research output: Contribution to journalArticlepeer-review


In this article, we describe the development and trial of a bilingual computerized test of vocabulary size, the number of words the learner knows, and strength, a combination of four aspects of knowledge of meaning that are assumed to constitute a hierarchy of difficulty: passive recognition (easiest), active recognition, passive recall, and active recall (hardest). The participants were 435 learners of English as a second language. We investigated whether the above hierarchy was valid and which strength modality correlated best with classroom language performance. Results showed that the hypothesized hierarchy was present at all word frequency levels, that passive recall was the best predictor of classroom language performance, and that growth in vocabulary knowledge was different for the different strength modalities.

Original languageEnglish
Pages (from-to)399-436
Number of pages38
JournalLanguage Learning
Issue number3
StatePublished - Sep 2004

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language


Dive into the research topics of 'Testing vocabulary knowledge: Size, strength, and computer adaptiveness'. Together they form a unique fingerprint.

Cite this