Learning Vocabulary Through Listening
The Role of Vocabulary Knowledge and Listening Proficiency
Bibliographic Data
| ID | 4879794 |
|---|---|
| Authors | Pengchong Zhang (0000-0002-2136-4984, Institute of Education University of Reading, corresponding author), Suzanne Graham (0000-0002-7743-3977, Institute of Education University of Reading) |
| Year | 2020 |
| Volume | 70 |
| Issue | 4 |
| Pages | 1017-1053 |
| Publication date | 2020-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lang.12411 |
| OpenAlex | W3006507730 |
| Language | EN |
| Citations received | 19 |
| References cited | 32 |
This study explored the impact of preexisting vocabulary knowledge (PVK) and listening proficiency on the vocabulary learning through listening of 137 Chinese learners of English, when provided with three types of oral vocabulary explanations-second language (L2), codeswitching (CS), and contrastive focus-on-form (CFoF)-and when no explanations (NE) were provided (extending Zhang & Graham, 2019). Listening proficiency was a more important factor influencing vocabulary learning through aural input than PVK was, with most notable gains for learners with high listening proficiency and low PVK. The CFoF approach was the most helpful for learners regardless of their PVK and listening proficiency, whereas the NE approach was the least helpful. Moreover, comparing just the CS and L2 groups, the CS approach was more helpful for lower PVK learners and for more proficient listeners than the L2 approach was. Higher PVK learners and less proficient listeners, however, benefited more from the L2 approach than from the CS approach. The study highlights the complex interplay of vocabulary knowledge, listening proficiency, and instructional conditions, factors useful to bear in mind when planning activities to enhance vocabulary learning through listening
Active listening · Focus on form · Grammar · Language proficiency · Linguistics · Mathematics education · Vocabulary · Vocabulary Learning · Communication · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Text Readability and Simplification
Effects of learning-oriented listening tasks on EFL learners’ listening comprehension, listening anxiety, and vocabulary learning
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The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading
Incidental vocabulary acquisition through L2 listening
Christopher Brumfit Thesis Award Winner 2014 – Hilde van Zeeland
A Comparison of the Effects of Reading and Listening on Incidental Vocabulary Acquisition
Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition
| Unique citing works | 19 |
|---|---|
| Citations per year | 3,8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 19 |