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Cover for The Development of Frequency-Based Assessments of Vocabulary Breadth and Depth for L2 Arabic
dc.contributor.advisorRyding, Karin Cen
dc.creatoren
dc.date.accessioned2016-02-02T17:06:09Zen
dc.date.available2016-02-02T17:06:09Zen
dc.date.created2015en
dc.date.issueden
dc.date.submitted01/01/2015en
dc.identifier.otherAPT-BAG: georgetown.edu.10822_1029917.tar;APT-ETAG: 6b5b30c600f4316496c5edc61bae0c3cen
dc.identifier.urien
dc.descriptionPh.D.en
dc.description.abstractLexical knowledge is an essential component of language knowledge. Vocabulary size has consistently been found to be correlated with other measures of language proficiency and to predict functional language ability. Assessment formats designed to measure lexical knowledge have been influenced by the rich description of lexical patterns made possible by recent advances in corpus linguistics; in particular, these assessments have incorporated word frequency statistics as an organizing structural principle. This dissertation details the development of three frequency-based, web-delivered assessments, modelled on established English as a Foreign Language formats, designed to measure the vocabulary knowledge of non-native learners of Arabic. Word frequency data for these assessments was taken from Buckwalter and Parkinson’s Frequency Dictionary of Arabic. This study represents the first empirical, frequency-based investigation of learner vocabulary knowledge carried out for Arabic.en
dc.description.abstractThis dissertation discusses the test development process and identifies challenges inherent to the development of Arabic pseudowords and limitations of both space-delimited strings and raw lemmas as Arabic word units. Following test piloting, 161 non-native learners of Arabic of varying proficiency and experience levels completed the assessments and a learner history questionnaire. Reliability and item performance metrics indicate that these assessments are able to successfully distinguish between learners with varying amounts of vocabulary knowledge.en
dc.description.abstractOther questions investigated in the study include (1) the effect of word frequency ranking on item performance, (2) the ability of learner independent variables to predict assessment performance, and (3) the internal correlation of the three assessment measures. Results indicate that word frequency was significantly correlated with item facility ratings. Learner years of study and self-reported proficiency were both effective predictors of performance on the assessments. Results on the two measures of vocabulary size were highly correlated with each other and with the results of the third format, designed to measure depth of vocabulary knowledge. Aggregate group performance by years of study indicates an acquisition rate of 800 to 1000 words per year, although some caution may be necessary in generalizing the results of this population to the larger population of L2 Arabic learners.en
dc.formatPDFen
dc.format.extent328 leavesen
dc.languageenen
dc.publisherGeorgetown Universityen
dc.sourceGeorgetown University-Graduate School of Arts & Sciencesen
dc.sourceArabic & Islamic Studiesen
dc.subjectArabicen
dc.subjectassessmenten
dc.subjectcorpus linguisticsen
dc.subjectfrequencyen
dc.subjectvocabularyen
dc.subject.lcshLinguisticsen
dc.subject.otherLinguisticsen
dc.titleThe Development of Frequency-Based Assessments of Vocabulary Breadth and Depth for L2 Arabicen
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