Abstract

The lexical dimension is central in the development of linguistic competence and in language acquisition; its evaluation is therefore strategic for educational policies in L1 and L2, allowing us to diagnose any weaknesses, analyze needs, and plan interventions in an adequate way. However, lexical tests pose theoretical and methodological problems in relation to different objectives and contexts of administration: starting from the analysis of the solutions applied up to now, the contribution discusses the reasons for developing for L1 hybrid tests of a qualitative-quantitative type and exemplifies their possible structure for audiences of Italian university students.