CEFR CEFR Vocabulary and Lexical Competence Questions and Answers 2 — Questions and Answers
Question 1: What is the difference between 'breadth' and 'depth' of vocabulary knowledge in the CEFR framework?
- Breadth refers to formal vocabulary; depth refers to informal vocabulary
- Breadth is how many words a learner knows; depth is how well they know each word (meanings, uses, collocations, connotations) (Correct answer)
- Breadth refers to reading vocabulary; depth refers to speaking vocabulary
- Breadth is passive knowledge; depth is active knowledge
Correct answer: Breadth is how many words a learner knows; depth is how well they know each word (meanings, uses, collocations, connotations)
Vocabulary breadth (size) and depth (quality of knowledge) are both dimensions of lexical competence recognized in CEFR-informed research.
Question 2: Which CEFR level descriptor includes the ability to 'understand a wide range of idiomatic expressions and colloquialisms, appreciating register shifts'?
- B2
- C1 (Correct answer)
- C2
- B1
Correct answer: C1
C1 descriptors specify that learners can handle complex idiomatic language and are sensitive to shifts in formality and register, though occasional imprecision may occur.
Question 3: In the context of CEFR vocabulary learning, what does 'lexical inferencing' mean?
- Using a monolingual dictionary to look up unknown words
- Deducing the meaning of an unfamiliar word from context, word form, or prior knowledge (Correct answer)
- Translating vocabulary from L1 to L2 systematically
- Memorizing vocabulary through spaced repetition software
Correct answer: Deducing the meaning of an unfamiliar word from context, word form, or prior knowledge
Lexical inferencing is a key reading and listening strategy in the CEFR framework, enabling learners to comprehend texts without knowing every word.
Question 4: Why does the CEFR distinguish between 'receptive' and 'productive' vocabulary?
- Because receptive vocabulary is learned in class and productive vocabulary at home
- Because learners typically recognize many more words than they can actively produce, and different teaching approaches support each type (Correct answer)
- Because receptive vocabulary is assessed in reading tests and productive in writing tests only
- Because the CEFR only certifies productive vocabulary at C levels
Correct answer: Because learners typically recognize many more words than they can actively produce, and different teaching approaches support each type
Receptive vocabulary (words understood when encountered) is typically much larger than productive vocabulary (words actively used), and both dimensions inform CEFR level assessments.
Question 5: Which of the following is an example of a 'multi-word unit' that CEFR lexical competence includes?
- The word 'unhappiness' (prefix + root + suffix)
- The phrase 'by and large' used as an adverb meaning 'generally' (Correct answer)
- The spelling pattern 'i before e except after c'
- The grammatical rule for forming the past perfect tense
Correct answer: The phrase 'by and large' used as an adverb meaning 'generally'
Multi-word units, including idioms like 'by and large,' are treated as single lexical items in the CEFR because they are stored and retrieved holistically.
Question 6: At CEFR B2, how is a learner's lexical control typically described in terms of error frequency?
- Makes frequent vocabulary errors that cause misunderstanding
- Has a good range of vocabulary with occasional errors in word choice that do not impede communication (Correct answer)
- Uses vocabulary with near-native precision and rarely makes word-choice errors
- Can only use vocabulary correctly in highly practiced, familiar topics
Correct answer: Has a good range of vocabulary with occasional errors in word choice that do not impede communication
B2 learners demonstrate solid lexical range and generally accurate word choice, with occasional errors that are generally non-impeding.
CEFR CEFR Vocabulary and Lexical Competence Questions and Answers 2
What is the difference between 'breadth' and 'depth' of vocabulary knowledge in the CEFR framework?