Testing Korean EFL Learners’ Verb-particle Collocation Knowledge and Use
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초록
This paper aims to assess EFL learners’ knowledge of English verb-particle collocations via general contexts in English. The "English Verb-Particle Collocation Test (VPC test)" was developed and administered to 134 Korean EFL learners at the university level. The VPC test consists of three subtests divided by test item types in line with recognition, recall, and production: a multiple-choice test, a gap-filling test, and a writing test: All the data were analyzed using statistical and psychometrical methods. The results of analysis revealed that the VPC test achieved not only an acceptably high degree of test score reliability for the two multiple-choice test sections, but also a solid reliability and a high correlation with the TOEFL (convt) scores. This study supports the argument that the VPC test created for the study is a reasonable measure of Korean EFL learners’ collocation knowledge. The study also demonstrates that test item formats and test length have a considerable impact on the reliability and validity of test scores. One more important finding was that the examinees tended to use specific, identifiable types of VPCs according to their essay test scores. Finally, this study reveals that VPCs can be indirect indicators of proficiency in EFL education.
Abstract
This paper aims to assess EFL learners’ knowledge of English verb-particle collocations via general contexts in English. The "English Verb-Particle Collocation Test (VPC test)" was developed and administered to 134 Korean EFL learners at the university level. The VPC test consists of three subtests divided by test item types in line with recognition, recall, and production: a multiple-choice test, a gap-filling test, and a writing test: All the data were analyzed using statistical and psychometrical methods. The results of analysis revealed that the VPC test achieved not only an acceptably high degree of test score reliability for the two multiple-choice test sections, but also a solid reliability and a high correlation with the TOEFL (convt) scores. This study supports the argument that the VPC test created for the study is a reasonable measure of Korean EFL learners’ collocation knowledge. The study also demonstrates that test item formats and test length have a considerable impact on the reliability and validity of test scores. One more important finding was that the examinees tended to use specific, identifiable types of VPCs according to their essay test scores. Finally, this study reveals that VPCs can be indirect indicators of proficiency in EFL education.
참고문헌 (36)
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