2009. ‘Vocabulary knowledge and academic success: a study of Chinese students in UK Higher Education’ in
Vocabulary Studies in First and Second Language Acquisition: The Interface Between Theory and Application. Houndsmill, Basingstoke: Palgrave, pp. 179-193
Book editor(s): Richards, B., M.H. Daller, D. Malvern, P. Meara, J. Milton and J. Treffers-Daller.
ISBN: 978-0-230-20668-7
Summary: Standardized tests such as IELTS or TOEFL do not seem to be good predictors of academic success on their own. The present study revealed the C-test to be a powerful tool in that it allowed us to predict over one-third of the modules failed by international students in the UK.
Country of research: United Kingdom
Learners' background: China
Institutional level: tertiary
Entered by: University of West of England (Department of English, Linguistics and Communication)
Book editor(s): Richards, B., M.H. Daller, D. Malvern, P. Meara, J. Milton and J. Treffers-Daller.
ISBN: 978-0-230-20668-7
Summary: Standardized tests such as IELTS or TOEFL do not seem to be good predictors of academic success on their own. The present study revealed the C-test to be a powerful tool in that it allowed us to predict over one-third of the modules failed by international students in the UK.
Country of research: United Kingdom
Learners' background: China
Institutional level: tertiary
Entered by: University of West of England (Department of English, Linguistics and Communication)
2007. ‘What is in a teacher's mind? The relation between teacher ratings of EFL essays and different aspects of lexical richness’ in
Testing and Modelling Lexical Knowledge. Cambridge: Cambridge University Press, pp. 234-245
Book editor(s): Daller, M.H., J. Milton and J. Treffers-Daller.
ISBN: 978-0-521-87851-7
Summary: The present study investigates to what extent teacher judgement of EFL essays can be predicted by measuring the lexical richness of these texts. Although the teachers did have different individual preferences in the detailed analysis of the essays, there was a highly significant correlation between them which is an indication for reliable rating.
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of West of England (School of Humanities, Languages and Social Sciences)
Book editor(s): Daller, M.H., J. Milton and J. Treffers-Daller.
ISBN: 978-0-521-87851-7
Summary: The present study investigates to what extent teacher judgement of EFL essays can be predicted by measuring the lexical richness of these texts. Although the teachers did have different individual preferences in the detailed analysis of the essays, there was a highly significant correlation between them which is an indication for reliable rating.
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of West of England (School of Humanities, Languages and Social Sciences)
2007. ‘Lexical richness and the oral proficiency of Chinese EFL students’ in
Testing and Modelling Lexical Knowledge. Cambridge: Cambridge University Press, pp. 150-164
Book editor(s): Daller, M.H., J. Milton and J. Treffers-Daller.
ISBN: 978-0-521-87851-7
Summary: In this chapter we intend to investigate which measurement of lexical richness appears the most suitable for measuring oral proficiency of Chinese EFL learners. This is a specific task and one where the vocabulary knowledge that a learner can bring to bear should play an important role in their success in carrying out the task.
Country of research: United Kingdom
Learners' background: China
Institutional level: tertiary
Entered by: University of West of England (School of Humanities, Languages and Social Sciences)
Book editor(s): Daller, M.H., J. Milton and J. Treffers-Daller.
ISBN: 978-0-521-87851-7
Summary: In this chapter we intend to investigate which measurement of lexical richness appears the most suitable for measuring oral proficiency of Chinese EFL learners. This is a specific task and one where the vocabulary knowledge that a learner can bring to bear should play an important role in their success in carrying out the task.
Country of research: United Kingdom
Learners' background: China
Institutional level: tertiary
Entered by: University of West of England (School of Humanities, Languages and Social Sciences)
2007. ‘Editors' introduction: Conventions, terminology and overview of the book’ in
Testing and Modelling Lexical Knowledge. Cambridge: Cambridge University Press, pp. 1-32
Book editor(s): Daller, M.H., J. Milton and J. Treffers-Daller.
ISBN: 978-0-521-87851-7
Summary: Vocabulary is now considered integral to just about every aspect of language knowledge. This volume brings together contributions from internationally renowned researchers in this field to explain much of the background to study in this area. It introduces to a wider audience the concerns, the new approaches and developments in the field of vocabulary research and testing.
Entered by: University of West of England (School of Humanities, Languages and Social Sciences)
Book editor(s): Daller, M.H., J. Milton and J. Treffers-Daller.
ISBN: 978-0-521-87851-7
Summary: Vocabulary is now considered integral to just about every aspect of language knowledge. This volume brings together contributions from internationally renowned researchers in this field to explain much of the background to study in this area. It introduces to a wider audience the concerns, the new approaches and developments in the field of vocabulary research and testing.
Entered by: University of West of England (School of Humanities, Languages and Social Sciences)
2006. ‘The C-test and TOEIC? as measures of students’ progress in Intensive short courses in EFL’ in
The C-test. Theoretical basis and practical applications (Vol. 4). Frankfurt/New York: Lang Verlag, pp. 101-119
Book editor(s): Grotjahn, R.
ISBN: 3-631-55304-8
Summary: This paper investigates whether the C-test can partially replace the Test of English for International Communication (TOEIC). It is is argued that the C-test is the more suitable test for large numbers when measuring students' progress.
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of West of England (School of Humanities, Languages and Social Sciences)
Book editor(s): Grotjahn, R.
ISBN: 3-631-55304-8
Summary: This paper investigates whether the C-test can partially replace the Test of English for International Communication (TOEIC). It is is argued that the C-test is the more suitable test for large numbers when measuring students' progress.
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of West of England (School of Humanities, Languages and Social Sciences)
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