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2. Selective – Comprehensive
The second dimension focuses on the range of vocabulary which is included in the test. Selective test is based on a set of target words selected by the
test-writer. Then, the test-takers are assessed on how well perform their knowledge on the meaning and the use of the words. The vocabulary items can be
taken from individual word and put it in separate test items. Alternatively, the test- writer can also choose a suitable text and then uses certain words in the text as the
basis of the assessment. On the other hand, vocabulary measurement is done in a setting of
speaking or writing activity. The test-takers’ vocabulary mastery is not measured from the occurrence of certain vocabulary items but the overall performance.
However, comprehensive measures can also be applied to the input material for reading and listening. These types of assessment measure students’ ability in
linguistics and concept because the learners are challenged to comprehend text with long words.
3. Context-independent – Context dependent
The basis of the third dimension is the role of context. Traditionally, vocabulary is presented to the test-takers in a sentence rather than as an isolated
element. From a contemporary perspective, the notion of context is broadened. What is meant by context is the whole texts, and more generally, discourse.
Therefore, the test is used to measure the test-takers’ ability to engage with the context provided in the test.
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b. Practical Examples of Test Design
There are some practical examples of test design provided by Read 2000. Those examples are mentioned below:
1. Matching Items
The basic task of this type of test requires learners to make a connection between target words and their synonyms or definitions. This type of test is a
recognition rather than a recall task.
2. Completion Items
Completion, or blank-filling, items consist of sentence with one deleted word. Then, the deleted word is replaced by a blank. To complete the task, the
learners have to fill the blank with suitable word. This is a recall rather than a recognition task.
3. Generic Test Items
This type of test gives various activities, such as determining the part of speech of each word, the stressed or unstressed syllable, or the collocation of
some words.
4. The Word-associates Test
In this type of test, the test-takers get a stimulus word of a certain subject. Then, they have to mention or write other words related to the given word that
come to their head.
c. Types of Techniques and Activities in Vocabulary Teaching
In real classroom teaching, materials have to be transferred into activities. In addition, assessment can also be done during the classroom activities.
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vocabulary teaching. Thornbury 2002 suggests some techniques and activities, namely:
1. Using Mnemonics
Mnemonics are strategies to help retrieve items or rules stored in memory and that are not retrievable. The best mnemonics are those which have visual
elements and are self-generated - not borrowed from another learner or the teacher.
The best mnemonics technique is keyword technique. In this technique, an image connects the pronunciation of the second language word and the meaning
in the first language. Using this technique, teacher has to give the students a few moments to digest. However, this technique, sometimes, cannot work well for
some students because they do not have ability to create an image.
2. Using Word Cards
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