Testing and measurement have existed since the start of human life.
The formal appearance of measurement as an educational science is
however a recent phenomenon. Testing in language sciences in
general and in EFL in particular is much younger and less than a
century old. Different methods and techniques have been proposed,
researched and employed for testing different components of
language; and there is still no unanimity on the best testing
formats to be used for measuring one's competence in language
skills and sub-kills. As the most important building block of
language, vocabulary has been the centre of much concern by testers
and researchers. One area of concern has been to address the
optimal amount of language-related context in vocabulary test
items. The findings of previous research in this area are at best
contradictory. This research-based book addresses the role of
context in L2 vocabulary tests and is addressed to researchers,
practitioners and students in the field of language testing.
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