Vocabulary Tests In Vocabulary Tests

The role of contextualization on the achievement of Iranian EFL learners in vocabulary tests

INTRODUCTION

A test measures a person's ability or knowledge in different conditions. Each test needs a sample of performance of individuals. The vocabulary test is, of course, one of the standard devices with which the teacher of English attempts to measure student achievement in learning the language. At first glance, it may seem that assessing the vocabulary knowledge of second language learners is reasonably straightforward. Vocabulary assessment seems straightforward in the sense that word lists are readily available to provide a basis for selecting a set of words to be tested. Different types of tests (e.g., multiple-choice tests, cloze tests,

The history of language testing has experienced many modifications. Language testing has followed the changes in language teaching which have been influenced by theories in linguistics and psychology. According to different views in language teaching, linguistics and psychology, four major trends are recognized in language testing. When grammar translation method of teaching was popular, linguistics followed an old approach in which there was no concern for reliability. During this time, tests contained passage translation and essay writing which were scored subjectively. In 1950s, with the beginning of behaviorism in psychology and structuralism in linguistics, there was a major modification in language tests. Language teachers used the audio-lingual method of teaching which in turn made use of discrete-point tests. In discrete-point tests, each language skill was tested individually in different items (Chun-mei, 2007). When the attention of linguists and psychologists shifted from structuralism and behaviorism to generativism and cognitivism, teachers used cognitive-code approach. At the