Testing ESL Learners' Knowledge of Collocations.

Abstract

This study reports on the development, administration, and analysis of a test of collocational knowledge for ESL learners of a wide range of proficiency levels. Through native speaker item validation and pilot testing, 3 subtests were developed and administered to 98 ESL learners of low-intermediate to advanced proficiency. Descriptive statistics and reliability estimates for the test administration are calculated, and the characteristics of the test items, subtests, and response modes were examined using traditional item analysis. Item Response theory, and generalizability theory methods. Two of the 3 subtests were found to perform well as norm-referenced measures of the construct, and areas for further testing and research were pinpointed. Observed collocational knowledge was found to correlate strongly (r = .73) with a measure of general ESL proficiency, while length of residence alone had negligible predictive power of collocations test performance. Exploratory factor analysis revealed that the collocations items tended to load on a different factor from general proficiency items. giving preliminary evidence of construct validity.

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