The document provides information on testing vocabulary: - It discusses why vocabulary should be tested, including to motivate learners, provide feedback, and evaluate teaching effectiveness. - There are different types of vocabulary tests, such as placement tests, achievement tests, multiple choice tests, and gap-fill tests. - Vocabulary knowledge can be measured quantitatively by assessing lexical density, variety, and sophistication. - Teachers can conduct action research projects to improve vocabulary learning, for example by investigating different learning styles or mnemonic techniques.

1. How to Test Vocabulary
Maria Kristina P
1021150015

2. Why Test Vocabulary
• Motivates learners
• Provides a form of feedback
• To know the effectiveness of teaching
• Research purpose
• Make an useful backwash effects

3. Why Test Vocabulary
Tests of Vocabulary
• Placement Test / Diagnostic Test.
At the beginning of the course.
• Achievement Test.
At the end of the course.

4. What to Test
The factors in testing vocabulary
• Validity  Does the test assess what I want
to asses?
*of practicality (easy to administer)
*of backwash (Will the test have a positive
effect on learning?)
• Reliability  Does it have consistent result?
• Face validity Do the learners accept it as
being a valid test?

5. Types of Test
1.Multiple choice
(+) easy to score
easy to design
2. Gap-fill
*Selective (or open)cloze
type
* C-Test

6. Measuring Word Knowledge
Three aspects of vocabulary knowledge
that are measurable quantitatively:
• Lexical density a measure of the
proportion of content words in a text.
• Lexical variety a measure of the different
words in the text.
• Lexical sophistication assessed by counting
the number of relatively infrequent words in
a text.

7. Doing Action Research
*ActionResearch is small scale
research implemented by
teachers and directed at
improving learning outcomes.

8. Doing Action Research
*List of research ideas:
• To investigate different learning styles.
• To investigate the effectiveness of different mnemonic
techniques.
• To investigate different ways of selecting words for
presentation.
• To investigate the effect of extensive reading on
vocabulary acquisition.
• To investigate vocabulary recording strategies.
• To investigate the effect of guessing-from-context.
• To investigate the effect of dictionary use.

9. How to Teach Grammar
Sample Lesson 3

10. Sample Lesson 3
Integrating grammar into a skills -
based lesson (Intermediate)
• Step 1  Teacher tells a story about his
experience.
• Step 2 Teacher asks questions on details of
the story.
• Step 3Teacher produces a copy of letter.

11. Sample Lesson 3
Integrating grammar into a skills -
based lesson (Intermediate)
• Step 4Teacher asks the students to tell him
what he had written about the weather
It was so hot that we decided to go
for a swim.
It was such a hot day that we…
• Step 5 The teacher asks the students to
formulate the rule.
so + adjective + that…
Such (a) + adjective + noun + that…

12. Sample Lesson 3
Integrating grammar into a skills -
based lesson (Intermediate)
• Step 6 Teacher asks the students to write a
short summary about his story.
• Step 7Teacher invites students to recall
similar incidents and incorporate the use of
so or such when see an opportunity.

13. Sample Lesson 3
Integrating grammar into a skills -
based lesson (Intermediate)
Discussion
• PPP lesson
• Targeted language presented by means of a text (
Step 1 and 3)
• Available text for later language – focused work
(Step 2)
• Made ‘problematic’(Step 4)
• Short practice stage ( Step 6)
• Production Stage ( Step 7)

14. Sample Lesson 3
Integrating grammar into a skills -
based lesson (Intermediate)
Evaluation
• The E-factor and A-factor
Text- teach-text model is easy and economical.
Text 1 Teach Text 2

15. Thank you :D