Bibliografía - Pablo Robles-García

Este trabajo presenta el proceso de creación y validación de 3K-LEx, una prueba de amplitud léxica de respuesta Sí/No que evalúa el conocimiento de las 3.000 palabras más frecuentes en español. El proceso de validación incluyó la comparación entre los resultados de dos versiones diferentes de la prueba. 1.121 estudiantes completaron ambas versiones, de 162 ítems cada una: 108 palabras reales y 54 pseudopalabras. No se observaron diferencias en los resultados entre ambas versiones. También se compararon dos tipos de administración de la prueba: supervisada y no supervisada, y se evaluaron los resultados en ambas modalidades mediante diferentes matrices de penalización. 88 estudiantes (52 con prueba supervisada y 36 no supervisada) participaron en este proceso. Los participantes de la modalidad no supervisada emplearon más tiempo en realizar la prueba y seleccionaron el doble de pseudopalabras. La matriz 1-2 fue la que más aproximó los resultados obtenidos entre ambas modalidades.

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This study presents the creation and validation of 3K-LEx, a Yes/No vocabulary test that measures vocabulary knowledge of the 3,000 most frequent words in Spanish. For validation purposes, students’ performance was compared on two different versions of the test. 1,121 students completed two sub-tests of 162 items each: 108 real words and 54 pseudowords. Results showed that both versions were not significantly different. Two types of test administration were also compared among 88 participants: 52 supervised and 36 unsupervised. Results from both modalities were evaluated through different penalization methods. Students from the unsupervised modality spent more time on the test and selected twice the number of pseudowords. The 1-2 formula is the most effective penalization method to balance the results between modalities.

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This study investigated the effectiveness of word-frequency and teacher judgments in determining students’ vocabulary knowledge and compared the predictive powers of both approaches when estimating vocabulary knowledge. Twenty-nine second language (L2) Spanish teachers were asked to predict how likely their students would know words from a 216-word Yes/No test that measures knowledge of the first 3,000 words in Spanish. The accuracy of their responses was compared with the results of 1,075 L2 Spanish students who completed the same test. To examine if the results could generalize to other L2 settings, 394 L2 English students completed a 70-word Yes/No test that measures knowledge of the first 14,000 words in English, and 15 L2 English language instructors attempted to predict which words would or would not be recognized. Results showed that for both language contexts, (1) the median teacher rater could assess students’ vocabulary knowledge with an accuracy roughly comparable to frequency, (2) the combination of teachers’ judgments displayed a stronger relationship with students’ performance on the vocabulary test than frequency, since the average of three or more teachers’ ratings improved upon frequency when examined with 1,000 bootstrapped samples, and (3) using teacher judgments and frequency together did not substantially improve the prediction of students’ vocabulary knowledge.

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