A Vocabulary Profile Analysis of English Reading Tests in a Higher Education Context
Keywords:
vocabulary profile, reading comprehension, Common European Framework of Reference for Languages (CEFR), New General Service List (NGSL), New Academic Word List (NAWL)Abstract
To comply with the latest policy, higher education institutions are undertaking initiatives to facilitate students’ achievement of the English language proficiency requirements and their academic success. One major predictor of such attainments is vocabulary knowledge. This study focuses on the relationship between vocabulary knowledge and the assessment of reading comprehension with the intention to examine through achievement tests to what extent they enhance students to accomplish the goals. The analysis delved into the vocabulary profiles of the university-level reading tests based on the Common European Framework of Reference for Languages (CEFR) levels and the two word lists of high-frequency general and academic vocabulary, namely the New General Service List (NGSL) and the New Academic Word List (NAWL). It was revealed that the lexical demand of the tests exceeded the minimum benchmark of B2 level. Also, the tests demanded knowledge beyond the most frequent general and academic vocabulary to reach adequate comprehension. These provided insights not only into the alignment of the reading tests with the target expectations but also into the test design, highlighting the importance of vocabulary. It would be beneficial for future research to explore the vocabulary profiles of the tests in relation to other corresponding factors.
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