Comparing the Effects of Listening Input and Reading Input on EFL Learners’ Incidental Vocabulary Acquisition
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Le Chang
Le Chang is a professor of English at Shenyang Ligong University, and also an M.A. supervisor (Applied Linguistics) at Bohai University. His research interests include L2 vocabulary acquisition, L2 listening teaching and learning, and corpus for specific purposes. His latest book published in 2017 is
Metacognitive Strategy Study — Second Language Listening Comprehension and Incidental Vocabulary Acquisition (Shanghai Jiao Tong University Press).
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Juncai Ma
Juncai Ma is an M.A. student (Applied Linguistics) at Bohai University, under the supervision of professor Le Chang. His research efforts have focused on incidental vocabulary acquisition.
Abstract
This study examined the effects of either listening or reading input on 88 first-year non-English-major Chinese university EFL students’ incidental acquisition in vocabulary form, meaning and production. The students were put into a Listening Group (n = 47) and a Reading Group (n = 41), each of which finished either two listening activities (each consisting of a dialogic text and an information transfer task) or two reading activities (each consisting of a reading text and five multiple-choice questions). The four texts all contained five low-frequency target words which a revised Vocabulary Knowledge Test had shown to be only slightly known by the participants before the activities. The results of the post-tests showed that the Reading Group had general acquisition advantage over the Listening Group in terms of all the three vocabulary aspects, and due to the fact of rich target word contexts and repeated access to the texts, the Listening Group manifested vocabulary meaning acquisition nearly equal to the Reading Group. Overall, the study shows the notably advantageous effects of reading input on incidental vocabulary acquisition, and concerning facilitating vocabulary acquisition through listening, it points out the importance of increasing opportunities for learners to process listening input with rich contextual clues through task repetition.
About the authors
Le Chang is a professor of English at Shenyang Ligong University, and also an M.A. supervisor (Applied Linguistics) at Bohai University. His research interests include L2 vocabulary acquisition, L2 listening teaching and learning, and corpus for specific purposes. His latest book published in 2017 is Metacognitive Strategy Study — Second Language Listening Comprehension and Incidental Vocabulary Acquisition (Shanghai Jiao Tong University Press).
Juncai Ma is an M.A. student (Applied Linguistics) at Bohai University, under the supervision of professor Le Chang. His research efforts have focused on incidental vocabulary acquisition.
Acknowledgement
The authors would like to thank the two reviewers of the article for their valuable comments. It should also be acknowledged that some of the research results were previously reported by the authors in Foreign Language Education & Research (2017, Vol. 5, No. 3, pp. 21-29).
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© 2018 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy
Artikel in diesem Heft
- Frontmatter
- Second Language Acquisition
- Exploring Learners’ Self-Reported Behavioral Patterns in Two Task-Readiness Conditions: A Qualitative Study
- Intrinsic and Extrinsic Value for English Learning: Mediation Effects of Self-Efficacy in Chinese EFL Context
- Comparing the Effects of Listening Input and Reading Input on EFL Learners’ Incidental Vocabulary Acquisition
- Curriculum Design and Material Evaluation
- Taking Needs into Deeds: Application of Needs Analysis in Undergraduate EAP Course Design
- Language and Cognition
- An ERP Study on the Processing of Chinese Applied-Object Structures
- Translation Studies
- Stress as a Suprasegmental Phonological Shift in Translation: A New Category of Linguistic Shifts
- Viewpoints
- Production-Oriented Approach in Different Cultural Contexts: Theory and Practice
- POA and Issues of Pedagogic Principle
- Language Use and Language Learning in POA
- POA Meets ELF in Intercultural Telecollaboration
- Reflections on the Production-Oriented Approach (POA) in China: A New Name and a New Acronym
- Engaging with the Language – The POA Approach
- Chinese Abstracts
Artikel in diesem Heft
- Frontmatter
- Second Language Acquisition
- Exploring Learners’ Self-Reported Behavioral Patterns in Two Task-Readiness Conditions: A Qualitative Study
- Intrinsic and Extrinsic Value for English Learning: Mediation Effects of Self-Efficacy in Chinese EFL Context
- Comparing the Effects of Listening Input and Reading Input on EFL Learners’ Incidental Vocabulary Acquisition
- Curriculum Design and Material Evaluation
- Taking Needs into Deeds: Application of Needs Analysis in Undergraduate EAP Course Design
- Language and Cognition
- An ERP Study on the Processing of Chinese Applied-Object Structures
- Translation Studies
- Stress as a Suprasegmental Phonological Shift in Translation: A New Category of Linguistic Shifts
- Viewpoints
- Production-Oriented Approach in Different Cultural Contexts: Theory and Practice
- POA and Issues of Pedagogic Principle
- Language Use and Language Learning in POA
- POA Meets ELF in Intercultural Telecollaboration
- Reflections on the Production-Oriented Approach (POA) in China: A New Name and a New Acronym
- Engaging with the Language – The POA Approach
- Chinese Abstracts
