A Context-Aligned Two Thousand Test: Towards estimating high-frequency French vocabulary knowledge for beginner-to-low intermediate proficiency adolescent learners in England

Abstract

Vocabulary knowledge strongly predicts second language reading, listening, writing, and speaking. Yet, few tests have been developed to assess vocabulary knowledge in French. The primary aim of this pilot study was to demonstrate how open research practices can be maximally used in order to design and partially validate the Context-Aligned Two Thousand Test (CA-TTT). The CA-TTT is a test of written form–meaning recognition of high-frequency vocabulary aimed at adolescent beginner-to-low intermediate learners of French. Using a unitary framework of test validation, we drew on classical test theory and Rasch modelling, together with correlations with an existing vocabulary size test and receptive proficiency measures, to assess the internal and external validity of the CA-TTT. Overall, the CA-TTT showed high internal and external validity, suggesting that it could serve as a valuable tool for assessing L2 French vocabulary knowledge and even as a potential (albeit crude) proxy for proficiency at beginner-to-low intermediate levels. Our study further highlighted the decisive role of the curriculum in predicting vocabulary knowledge in instructed, low-exposure contexts and how this might contribute to under- or over-estimations of vocabulary size. Further research using the tool is openly invited, particularly to elicit data from instructed learners with lower proficiencies.

The lexical content of high‐stakes national exams in French, German, and Spanish in England

“…This number of flemmas exceeds current receptive vocabulary size estimates for 16-year-olds. However, those estimates were based on tests that were not aligned with the curriculum content and more accurate estimates are needed (see Dudley et al, 2024). Overall, it seems likely that many students have had to rely heavily on inferencing to understand the texts.…”

“…How to cite this article: Dudley, A., Marsden, E. (2024). The lexical content of high-stakes national exams in French, German, and Spanish in England.…”