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Assessing the Roles of Breadth and Depth of Vocabulary Knowledge in Chinese EFL Learners’ Listening Comprehension
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Weixia Wen
Published/Copyright:
September 2, 2014
Abstract
This study intends to investigate the effects of receptive vocabulary breadth and depth on listening comprehension by college students. The experimental results indicate that both the breadth and depth have a significant correlation with listening comprehension; vocabulary breadth contributes more to EFL learners’ listening comprehension. The findings of this study give pedagogical implications for the teaching of listening in China.
Published Online: 2014-9-2
Published in Print: 2014-9-1
©2014 Walter de Gruyter, Berlin Boston
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Articles in the same Issue
- Frontmatter
- Articles
- Tensions in Teachers’ Conceptions of Research: Insights from College English Teaching in China
- Learning to Do Action Research Through Reflection: A Longitudinal Study of Rural EFL Teachers
- Chinese EFL Learners’ Actual Word Processing and Lexical Learning in Performing a Collaborative Output Task
- Interpretation of English Ambiguous Verb-Locative Prepositional Phrase Constructions by Mandarin and Spanish Speakers: Evidence for the Representational Deficit Hypothesis
- Assessing the Roles of Breadth and Depth of Vocabulary Knowledge in Chinese EFL Learners’ Listening Comprehension
- Plagiarism in Their Own Words: What Chinese and American Students Say about Academic Dishonesty
- Instructors’ Debate over Error Feedback on Chinese International Students’ Academic Writings in a U.S. University
- Chinese Abstracts
Keywords for this article
breadth of vocabulary knowledge;
depth of vocabulary knowledge;
listening comprehension
Articles in the same Issue
- Frontmatter
- Articles
- Tensions in Teachers’ Conceptions of Research: Insights from College English Teaching in China
- Learning to Do Action Research Through Reflection: A Longitudinal Study of Rural EFL Teachers
- Chinese EFL Learners’ Actual Word Processing and Lexical Learning in Performing a Collaborative Output Task
- Interpretation of English Ambiguous Verb-Locative Prepositional Phrase Constructions by Mandarin and Spanish Speakers: Evidence for the Representational Deficit Hypothesis
- Assessing the Roles of Breadth and Depth of Vocabulary Knowledge in Chinese EFL Learners’ Listening Comprehension
- Plagiarism in Their Own Words: What Chinese and American Students Say about Academic Dishonesty
- Instructors’ Debate over Error Feedback on Chinese International Students’ Academic Writings in a U.S. University
- Chinese Abstracts
