Contribution of English aural vocabulary size levels to L2 listening comprehension
-
Guohui Du
and
Fong Peng Chew
Abstract
This study investigated the relationship between English aural vocabulary size and L2 listening comprehension among 288 Chinese tertiary EFL learners who had mastered the first 1,000-word frequency level and were at the intermediate level of language proficiency. The Listening Vocabulary Levels Test and College English Test Band 4 were employed to measure participants’ aural vocabulary size and L2 listening comprehension proficiency, respectively. Aural vocabulary size was found to be moderately correlated with L2 listening comprehension proficiency (r = 0.38, p < 0.01). A step-wise regression analysis showed that the second 1,000-word frequency level could explain 12% of the variance in L2 listening comprehension proficiency, and academic words could add an additional 4% predictive capacity to the regression model. A hierarchical regression analysis revealed that the most frequent 2,000-word families and academic words could predict 14.5% of the change in L2 listening comprehension proficiency for the relatively low L2 proficiency group. However, aural vocabulary size had little impact on L2 listening comprehension proficiency for the relatively high L2 proficiency group. Findings suggest that high-frequency and academic words significantly contribute to the prediction of L2 listening comprehension proficiency, but the predictive power of aural vocabulary size decreases with increased language proficiency.
Acknowledgements
We would like to thank the teacher participants and their students for their willingness to participate in our study. We also would like to express our gratitude to Dr Man Deliang, the editors and two anonymous reviewers for their valuable comments and suggestions.
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Supplementary Material
The online version of this article offers supplementary material (https://doi.org/10.1515/iral-2020-0004).
© 2020 Walter de Gruyter GmbH, Berlin/Boston
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Articles in the same Issue
- Frontmatter
- Research Articles
- Contribution of English aural vocabulary size levels to L2 listening comprehension
- The effects of extensive reading on young Korean students’ construction development
- Connections between measured and assessed fluency in L2 peer interaction: a problem-solving perspective
- Transfer and unlearning of topic prominence by Chinese learners of English
- The influence of L1 script directionality and L2 proficiency on Hanzi learning among Arabic and English learners of L2 Chinese
- The effects of task types on L2 oral production and learner engagement
- Unlearning the boundary-crossing constraint: processing instruction and the acquisition of motion event construal
- Teaching South African Sign Language as a second language to university students: an integrated pedagogy
- Intra-language: the study of L2 morpheme productivity as within-item variance
- Advanced learners’ responses to Chinese greetings in study abroad
- Individual perceptions of group work environment, motivation, and achievement
- Fossilized mistakes in Spanish relative clauses learned by Chinese students
- Learning phrasal verbs in the EFL classroom: the effect of prior vocabulary knowledge and opacity
- L2 use of pragmatic markers in peer talk: Mandarin utterance-final particles
