Vocabulary testing for English as a secondlanguage and the theoretics behind thecreation of vocabulary tests

Abstract: This study examines which vocabulary tests for English as a second language are relevanttoday and the theories involved in their creation. Recent research has shown that it is essentialto use vocabulary testing in classrooms. Problematically, it will be difficult to adapt onespecific vocabulary test for every student. The teacher can however adapt tests in for examplegroups, so the teacher can get a more clear picture of their students. Vocabulary testing istherefore fundamental to evaluating students' understanding and success in communicationwith other people. The Swedish curriculum uses tests in all four English stages (speaking,listening, writing and reading) that explain the effectiveness of vocabulary testing inclassrooms. The results of this study are based on six scientific studies that we discoveredthrough searchers on the database ERIC. Our synthesis underlined some factors that areassimilated to English vocabulary testing. Researchers have highlighted that vocabularycomprehension largely relies upon a student’s ability to comprehend the meaning of wordsand not only about the number of words they know and that there is a common combinationbetween receptive and productive tasks that can help teachers move away from thetraditional approach to vocabulary testing. The aim of this study is to investigate thevocabulary tests for English as a second language that are relevant today. Also the aim is toidentify the theories that are involved in vocabulary testing and the various ways students aretested. Lastly the aim is to identify how teachers can also improve conditions for learning byincluding true/false statements, matching, filling-in-the-blank exercises, and translation orsynonym tasks.