Читать книгу The Concise Encyclopedia of Applied Linguistics - Carol A. Chapelle - Страница 155

Once the target lexical items have been identified, the other main issue is the design of the assessment items or tasks. The choice of design involves a variety of considerations but, to provide a framework for the discussion, let us take the widely recognized distinction between receptive and productive knowledge of vocabulary. Although the exact nature of this division is still debated by scholars, all language users have a strong sense that the number of words they can understand is rather larger than the number that they use actively in their own speech or writing. Read (2000, pp. 154–7) further subdivides the distinction into recognition versus recall and comprehension versus use, which can provide a useful basis for classifying types of assessment and reflecting on what kind of vocabulary knowledge is actually being assessed.