Vocabulary assessment in primary EFL education remains challenging because young learners often show uneven development between receptive and productive vocabulary, and because word knowledge itself is multidimensional. This paper reviews key perspectives on assessing vocabulary knowledge in young learners and discusses how these perspectives can inform classroom practice. It addresses four central issues: who young learners are, what it means to know a word, what teachers assess when evaluating vocabulary, and how assessment can be carried out effectively in primary EFL classes. Drawing on research on vocabulary breadth and depth, lexical quality, receptive and productive knowledge, and formative classroom assessment, the paper argues that effective vocabulary assessment should move beyond simple recognition or memorization tasks. Instead, it should combine formal and informal procedures, attend to form, meaning, and use, and remain closely connected to classroom interaction and learning goals. Particular attention is given to the Uzbekistan primary school context, where CEFR-oriented reforms and communicative teaching approaches are reshaping vocabulary instruction and assessment.
| Mualliflar | Kuchkarova, Yana Davidovna, Abduvaliyeva, Diyora Otabek qizi |
|---|---|
| Jurnal | Қўқон ДПИ. Илмий хабарлар |
| Nashr sanasi | 2026-06-15 |
| Jild | 8 |
| Son | 4 |
| Betlar | 81-88 |
| Til | Ingliz |
| DOI | 10.70728/c.series.v08.i04.012 |
DOI: 10.70728/c.series.v08.i04.012 · Maqolaning asl sahifasi
vocabulary assessment, young learners, vocabulary acquisition, primary
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