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Edward Rowe  \nAbstract—This study uses Rasch analysis to validate the Japanese bilingual version of the 14,000-word level vocabulary size test. The test was given to two sets of students. The firstgroup were students at a women`s university in Western university (N=27). The second group consisted of students from a high school also in western Japan (N=16). All participants (total N=43) completed the 140 question Japanese bilingual version of the 14,000-word level Vocabulary Size Test. The data was then analyzed using Winsteps software to perform Rasch analysis to check the validity of the test.  \nIndex Terms—Vocabulary, Rasch analysis, testing.  \nI. INTRODUCTION  \nVocabulary is a central part of language learning. Nation [1] divides language learning into four equal parts or strands: meaning-focused input and output, language-focused learning and fluency development. They can be implemented to help a second language learner in all aspects of language learning with vocabulary an important characteristic in all four strands. Meaning-focused input includes learning while listening or speaking [1] in which the learner has a 98% of the running words. The higher a learner`s comprehension level of vocabulary the more they can benefit. Language-focused learning involves studying specific aspects of the language like vocabulary. Thus the study of vocabulary in the language-focused learning can benefit the other strands including meaning-focused input. The remaining two strands: meaning-focused output and fluency development are more successful both in study and practicality with a high or improving comprehension of vocabulary. Nation [1] describes simplified texts or easy readers as a method for students to improve their level of vocabulary comprehension.  \nBarcroft [2] also described vocabulary as a key for SLA students in 3 aspects: their ability to communicate, their self-realization in the importance of vocabulary, and in their use in grammar. Barcroft [2] also gives five effective principles for student`s learning vocabulary in SLA. His first principle includes the presentation of new and a repetition of difficult words either by or a combination of direct or indirect instruction. Bancroft‟s [2] principles also include the progressive instruction of vocabulary from easy to difficult and connects the principles in relation to input and input processing. Green [2] also connects the amount of information we retain with the number of times we study it.  \nManuscript received October 3, 2014; revised April 4, 2015.  \nRichard Derrah is with the Kwansei Gakuin University, Japan (e-mail: [rderrah@yahoo.com](rderrah@yahoo.com)).  \nD. Edward Rowe is with the Temple University Osaka, Kobe Women`s University, Japan (e-mail: [dethrowe@gmail.com](dethrowe@gmail.com)).  \nThe more opportunities a student has learning a word or words the more likely they are going to retain it.  \nBeing able to measure a student`s vocabulary size with a valid instrument can be a benefit to students, teachers, administrators, and researchers. Using lists from the British National Corpus (BNC) as a base, the Vocabulary Size Test (VST) [1] was developed to measure vocabulary size knowledge up to the 14,000 word level. Based upon their frequency, vocabulary items are placed in bands of 1,000 words. The VST has 140 questions in total made up of 10 multiple choice questions per 1,000-word level. Each question has four multiple-choice options. On the original test these options were in English, however, on the bilingual versions only the question prompt is in English while the four answer choices are in the native language of the projected test taker. For example, the Japanese bilingual test has the answer options in Japanese. An example of a test item from the Japanese bilingual test is b","cbCaidBqQszWUmnt","https://ap.wps.com/l/cbCaidBqQszWUmnt","pdf",1828385,"English","# Abstract\n# I. Introduction\n## Vocabulary in language learning\n## Vocabulary size measurement and VST design\n# II. Participants","[{\"question\":\"What method is used to validate the Japanese bilingual Vocabulary Size Test?\",\"answer\":\"The study uses Rasch analysis and analyzes the responses using Winsteps software to check the test’s validity.\"},{\"question\":\"Who took part in the validation study?\",\"answer\":\"Two groups participated: 27 university students from a women’s university in Western Japan and 16 high school students from Western Japan, totaling 43 participants.\"},{\"question\":\"How is the Vocabulary Size Test (VST) structured in this study?\",\"answer\":\"The test contains 140 multiple-choice questions, with 10 questions per 1,000-word band and four answer options per item.\"}]","Validating the Japanese Bilingual Version of the Vocabulary Size Test - Abstract and Rasch Analysis Study | PDF",1790636911,13]