Aural Vocabulary, Orthographic Vocabulary, and L2 Listening Comprehension in a Cross‐Modality Setting
Adoption of Meaning Recall Tests
Bibliographic Data
| ID | 19234077 |
|---|---|
| Authors | Yo Hamada (0000-0003-3751-3689, Institute for Future Talent Development Akita University Akita Japan, corresponding author) |
| Year | 2026 |
| Publication date | 2026-05-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0802-6106 • E-ISSN: 1473-4192 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ijal.70200 |
| OpenAlex | W7160301444 |
| Language | EN |
| References cited | 28 |
This study investigated the cross‐modality correlations among L2 listening comprehension skills (TOEIC) and aural and orthographic vocabulary knowledge for both single words and phrasal verbs, with reading comprehension used as a comparative measure. Importantly, meaning recall tests were employed because meaning recognition tests may overestimate learners’ vocabulary knowledge. Data from 76 Japanese university learners showed that both vocabulary modalities were related to L2 listening comprehension. However, partial correlation analyses indicated that only aural phrasal verb knowledge showed a small but significant association with L2 listening comprehension. These findings indicate that the contribution of aural phrasal verb knowledge to L2 listening comprehension is limited, while the integrated development of both aural and orthographic vocabulary knowledge, including phrasal verbs, is beneficial for this learner group
Active listening · Listening comprehension · Reading comprehension · Recall · Verb · Vocabulary · Neurobiology of Language and Bilingualism · Reading and Literacy Development · Second Language Acquisition and Learning
Researching Vocabulary
The creation and validation of a listening vocabulary levels test
The relationship between vocabulary knowledge and L2 reading/listening comprehension
The updated Vocabulary Levels Test
The Relative Significance of Syntactic Knowledge and Vocabulary Knowledge in Second Language Listening Ability
What the Research Shows About Written Receptive Vocabulary Testing
Limitations of Size and Levels Tests of Written Receptive Vocabulary Knowledge
Size and strength
Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test
Predicting L2 reading proficiency with modalities of vocabulary knowledge
The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading
Vocabulary for listening
L2 learners’ aural and orthographic phrasal verb knowledge in relation to their listening comprehension
Explaining listening comprehension among L2 learners of English
Evaluating the roles of breadth and depth of aural vocabulary knowledge in listening comprehension of EFL learners
Aural single‐word and aural phrasal verb knowledge and their relationships to L2 listening comprehension
Roles of Vocabulary Knowledge for Success in English‐Medium Instruction
Exploring Links Between Aural Lexical Knowledge and L2 Listening in Arabic and Japanese Speakers
Learner Variables in Second Language Listening Comprehension
| Citation velocity | historical |
|---|---|
| Highly cited | No |