Learning Vocabulary Through Listening: The Role of Vocabulary Knowledge and Listening Proficiency

Zhang, Pengchong; Graham, Suzanne

doi:10.1111/lang.12411

Cited by 29 publications

(21 citation statements)

References 33 publications

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“…The Aural Lex (Milton & Hopkins, 2006) utilizes a spoken Yes/No format that does not require learners to demonstrate knowledge of the form-meaning link. The spoken receptive meaning recognition (multiple-choice) Listening Vocabulary Levels Test (LVLT) is only available for Japanese (McLean et al, 2015), Chinese (Zhang & Graham, 2020) and Vietnamese (Ha, 2021) learners, as tests that expect to measure spoken receptive meaning-recognition lexical knowledge should present answer options in the learners' L1 so as not to confound L2 written receptive and spoken receptive ability. However, while future research should strive to utilize appropriate tests, it is not always possible.…”

Section: Introductionmentioning

confidence: 99%

Correlations of modalities of written vocabulary knowledge to listening and reading proficiency: A comparison

Stewart¹,

McLean²,

Batty³

2021

vli

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In recent years, there has been increasing debate and research regarding which modality of vocabulary knowledge has the strongest correlation to reading, with particular focus on distinctions between testing L2 form and L2 meaning, and between recall of answers from memory and recognition of answers from fixed options. However, relatively little attention has been paid to find out which modality has the strongest correlation to listening ability. A recent meta-analysis by Zhang and Zhang (2020) indicated that meaning recall was the superior predictor of reading proficiency. Although their results showed that form recall had the highest correlation to listening, the difference between form recall and meaning recall was statistically insignificant. The present study uses data from McLean et al. (2020) of learner responses to 1000-item vocabulary tests employing written tests of meaning recall, form recall, meaning recognition and Yes/No modalities, sampling them with replacement to create thousands of 100-item tests using a bootstrapping approach. The test scores were then correlated to measures of listening and reading proficiency for comparison. The results indicated that for written tests, meaning recall, form recall, meaning recognition and form recognition had the strongest correlations to both reading and listening, in descending order. All comparisons were statistically significant.

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Section: Introductionmentioning

confidence: 99%

Correlations of modalities of written vocabulary knowledge to listening and reading proficiency: A comparison

Stewart¹,

McLean²,

Batty³

2021

vli

View full text Add to dashboard Cite

show abstract

“…Apart from being in line with previous empirical research (Staehr, 2009), this result implies that for weaker listeners there are more dimensions influencing their listening performance. In other words, those language learners draw more often on other factors when interpreting spoken input (Zhang & Graham, 2020), which was already suggested in previous research studies (e.g., Bonk, 2000;van Zeeland & Schmitt, 2013b).…”

Section: -Contextualization Of Resultssupporting

confidence: 59%

“…A third factor that renders listening a comparatively more difficult skill is that listeners might need to pay attention to additional and complementary ways to deliver the message (Zhang & Graham, 2020). In listening comprehension, the context might be more important than in reading, as the speaker has other 'channels' to convey their message.…”

Section: Listening In Language Learningmentioning

confidence: 99%

Vocabulary and listening in English among L1-Spanish learners: a longitudinal study

Pinillos¹

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Second language listening causes situations of stress and negative perceptions among learners and teachers. Research has suggested that L2 listening and vocabulary knowledge are related. However, this relationship has been barely explored, and in most cases with inadequate instruments. This thesis is an attempt to bridge those gaps by examining the contribution of the language learners’ vocabulary size to their listening ability. A bilingual multiple-choice vocabulary test, based on the official vocabulary list in a standardized language exam, was created to assess the vocabulary size of L2-English learners. Its 81 items were delivered first orally, and then in writing. The ability to comprehend aural texts was assessed through the listening paper in the same standardized examination. 284 language learners took the vocabulary and listening tests. After an observation period of 35 weeks, the study participants were given the same tests. Both datasets were analyzed with the Rasch model to determine the participants’ abilities and the item difficulties. Evidence from data analyses supported the following findings: 1) A strong and positive relationship exists between L2 vocabulary knowledge and listening comprehension. 2) Aural and written vocabulary knowledge are two dimensions that should be assessed and investigated separately, particularly in relation to listening comprehension. 3) Aural vocabulary knowledge is a better predictor of listening comprehension than written vocabulary knowledge, especially among language learners with comparatively weaker listening skills. 4) Knowing 71.71% of the words featured in a listening comprehension test is sufficient to answer 72% of its questions correctly. 5) Language learners increase their aural and written vocabulary size, and improve their listening ability after attending classes for about 35 weeks. This improvement is particularly acute among lower-level learners. Based on these results, L2 learners, teachers and researchers should focus more on the aural form of words to improve listening comprehension.

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“…Results showed higher early literacy scores in the experimental group after electronic book intervention than in the control group that used traditional book material. Several studies have also reported positive effects of digital storybooks on early literacy skills and language development (Shamir and Korat, 2007;Shamir and Shlafer, 2011;Shamir and Baruch, 2012;Neumann, 2014;Neumann and Neumann, 2017;Strouse and Ganea, 2017;Zipke, 2017;Herodotou, 2018;Lee, 2020). However, there is still a lack of research on how the specific conditions in digital reading impact children's understanding of stories and how shared reading interaction and adults' responsive strategies during digital reading are affected by the digital device (Herodotou, 2018;Courage, 2019).…”

Section: Digital Stories and Early Literacymentioning

confidence: 99%

Narrative Potential of Picture-Book Apps: A Media- and Interaction-Oriented Study

et al. 2020

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Digital literature is playing an increasingly important role in children's everyday lives and opening up new paths for family literacy and early childhood education. However, despite positive effects of electronic books and picture-book apps on vocabulary learning, early writing, or phonological awareness, research findings on early narrative skills are ambiguous. Particularly, there still is a research gap regarding how app materiality affects children's story understanding. Thus, based on the ViSAR model for picture-book app analysis and data stemming from 12 digital reading dyads containing German monolingual 2- to 3-year-olds and their caregivers this study assessed the narrative potential of a commercial picture-book app and how this is used in interaction. Results of the media analysis showed that the app provides a high number of narrative animations. These animations could be used interactively to engage the child in the story. However, results of the interaction analysis showed that adult readers do not exploit this potential due to their strong concentration on operative prompts and instructions. Furthermore, an explorative analysis of the relation between adults' utterances and children's story comprehension provided preliminary indicators regarding how the length of reading duration and the number of utterances might relate to children's understanding of the story. Findings and methodological limitations of the study are discussed and combined didactically with practical recommendations on how to use narrative animations in interaction effectively.

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Learning Vocabulary Through Listening: The Role of Vocabulary Knowledge and Listening Proficiency

Cited by 29 publications

References 33 publications

Correlations of modalities of written vocabulary knowledge to listening and reading proficiency: A comparison

Correlations of modalities of written vocabulary knowledge to listening and reading proficiency: A comparison

Vocabulary and listening in English among L1-Spanish learners: a longitudinal study

Narrative Potential of Picture-Book Apps: A Media- and Interaction-Oriented Study

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