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Title: Vocabulary Knowledge and Listening Performance in English Language Learning

Vocabulary Knowledge and Listening Performance in English Language Learning

Case Studies in China

by Dongjing Han (Author)
©2020 Monographs XXII, 154 Pages
English Studies

Summary

The primary aim of this book is to enhance English as a foreign language (EFL) learners’ listening proficiency and provide pedagogical implications for vocabulary and listening teaching practice. This book gives particular attention to mastery of aural vocabulary knowledge to enhancement of listening performance in Chinese context. It provides a comprehensive picture of the role of vocabulary acquisition approaches and strategy practice in listening performance.
This book evaluates the relationship between vocabulary knowledge and listening comprehension in English as a foreign language (EFL), which has not been sufficiently investigated empirically. In particular, it has an added focus on the use of aural vocabulary knowledge tests in detecting the role of vocabulary knowledge in listening comprehension. It highlights the role of vocabulary knowledge in determining listening success. Specifically, it draws scholars’ attention to the contributions of aural vocabulary knowledge to listening comprehension. The study also confirms the previous hypotheses of higher correlations between aural vocabulary size knowledge and listening comprehension. Pedagogically, it confirms the significance and necessity of improving both aural and written forms of vocabulary knowledge and focusing on strategy-embedded listening activities in EFL listening education. In this book, each chapter is dedicated to a specific theme in EFL learning and acquisition, providing a China case study dedicated to further development of EFL education.

Table Of Contents

  • Cover
  • Title
  • Copyright
  • About the author
  • About the book
  • This eBook can be cited
  • Contents
  • List of Tables
  • List of Figures
  • Preface
  • Acknowledgments
  • Abbreviations
  • Chapter 1 Introduction
  • The Scope of the Study
  • Organization of the Study
  • Chapter 2 Research Review
  • Vocabulary Knowledge and English Language Learning
  • Role of Vocabulary Knowledge in Listening Comprehension
  • Vocabulary Knowledge Incidental Acquisition and Intentional Learning
  • Dimensions of Vocabulary Knowledge
  • Vocabulary Knowledge Tests
  • Listening Comprehension
  • Nature of Listening Comprehension
  • Factors Affecting Listening Comprehension
  • Learning Strategies
  • Vocabulary Learning Strategies
  • Listening Strategies
  • Chapter 3 Research Methodology
  • Initial Research Design
  • Participants
  • Participants in the Quantitative Study
  • Research Design II
  • Participants in the Qualitative study
  • Research Design and Procedures
  • Instruments
  • Written Vocabulary Size Test
  • Written Vocabulary Depth Test
  • Listening Vocabulary Tests
  • TOEFL Listening Test
  • Questionnaire of Vocabulary Learning Strategies
  • Questionnaire of Listening Strategies
  • Semi-Structured Interviews
  • Data Collection
  • Data Analysis
  • Chapter 4 Results and Findings of the Pilot Study
  • Results of the Pilot Study
  • Correlation Analysis
  • Frequency of Learning Strategy Use
  • Correlation Analysis between Strategy Use and Learning Outcomes
  • Semi-Structured Interviews
  • Discussions of the Pilot Study (Research Design I)
  • Introduction of Research Design II
  • Findings in Research Design II of the Pilot Study
  • Summary of the Pilot Study
  • Limitations of the Pilot Study
  • Comparing Aural and Written Vocabulary Measures: A Supplementary Study
  • Major Revisions for the Design of the Main Study
  • Chapter 5 Main Study
  • Overview
  • Research Question One
  • Research Question Two
  • Research Question Three
  • Research Design I
  • Research Question One
  • Research Question Two
  • Research Question Three
  • Summary of Research Design I
  • Research Design II
  • Research Question One
  • Research Question Two
  • Research Question Three
  • Qualitative Study: Semi-Structured Interviews
  • Reports on the Employments of Listening Strategies
  • Reports on the Employment of Vocabulary Learning Strategies
  • Chapter 6 Discussion
  • Role of Vocabulary Knowledge in Listening Comprehension
  • Research Design I
  • Research Design II
  • Summary
  • Comparative Study of the Role of Vocabulary Knowledge in Listening Comprehension in High versus Low EFL Listeners
  • Role of Learning Strategies in Listening Comprehension
  • Meta-cognitive Strategies and Listening Comprehension
  • Learning Strategies and Listening Comprehension
  • Socio-Affective Strategies and Listening Comprehension
  • Qualitative Study: Semi-Structured Interviews
  • Chapter 7 Conclusion
  • Addressing Research Questions and Hypotheses
  • Theoretical Implications
  • Methodological Implications
  • Pedagogical Implications
  • Vocabulary Knowledge and English Language Learning
  • Learning Strategy-Embedded Listening Teaching
  • Limitations of the Study
  • Directions for Future Research

List of Tables

Table 2.1 Aspects of Vocabulary Knowledge Measured by Written and Aural Forms of VLT and WAT Based on Framework by Nation (2004, p. 27)

Table 2.2 Aspects of Vocabulary Knowledge Measured by Written and Listening Forms of VLT and WAT Based on Framework by Qian and Schedl (2004 000, p. 30)

Table 2.3 Variables Affecting Listening Comprehension

Table 2.4 Statistical Correlations of Affecting Variables to Listening Comprehension

Table 3.1 Description of Subject Groups in the Pilot and Main Study

Table 4.1 Mean, SD and Reliability Values of LC, DVK and VS in the Pilot Study (Research Design I)

Table 4.2 Inter-Correlations among Test Scores of LC, DVK and VS in the Pilot Study

Table 4.3 Reliability Coefficients of Questionnaires on Vocabulary Learning Strategies and Listening Strategies in the Pilot Study (Research Design I)

Table 4.4 MPS, Mean, SD of the Three Dimensions of Vocabulary Learning Strategies in the Pilot Study of Research Design I (N=57)

←xi | xii→

Table 4.5 Means and SD of Listening Strategy Use in the Pilot Study (Research Design I)

Table 4.6 Pearson Correlations among VS, DVK, LC and Three Dimensions of Vocabulary Learning Strategies in the Pilot Study (Research Design I)

Table 4.7 Pearson Correlations among VS, DVK, LC and Listening Strategies in the Pilot Study (Research Design I)

Table 4.8 Reliability Coefficients of Aural Vocabulary Tests in the Pilot Study (Research Design II)

Table 4.9 Reliability Coefficients of VS (L), DVK (L) and LC in the Pilot Study (Research Design II) (N=34)

Table 4.10 Means and SD of LC, VS (L) and DVK (L) in the Pilot Study (Research Design II)

Table 4.11 Pearson Correlations of VS (L), DVK (L) and LC in the Pilot Study (Research Design II)

Table 4.12 MPS, Means and SD of Written and Listening Vocabulary Test (N=30)

Table 4.13 Reliability of Listening Vocabulary Test

Table 4.14 Correlations between Written and Listening Vocabulary Tests (N=30)

Table 4.15 Correlations between DVKL and DVKW (N=30)

Table 4.16 Linear Regression Analysis of Written and Listening Vocabulary Test (N=30)

Table 5.1 MPS, Means, SD and Reliability Coefficients of the LC, VS and DVK in the Main Study (Research Design I)

Table 5.2 MPS, Means and SD of the LC, DVK, VS, VS2,000, VS3,000, VS5,000 and VS10,000 in the Main Study (Research Design I)

Table 5.3 Pearson Correlations among Scores of LC, DVK, VS2000, VS3000, VS5000, VS10000 and VS in the Main Study (Research Design I)

Table 5.4 Stepwise Multiple Regression Analysis of DVK, VS and LC in the Main Study (Research Design I)

Table 5.5 Pearson Correlations among Scores of LC, DVK and VS between EFL Learners with High and Low Listening Proficiencies in the Main Study (Research Design I)

Table 5.6 Multiple Regression Analysis among Scores on LC, DVK and VS between EFL Learners with High and Low Listening Proficiencies in the Main Study (Research Design I)

Table 5.7 Reliability Coefficients of Vocabulary Learning Strategies and Listening Strategies in the Main Study (Research Design I)

←xii | xiii→

Table 5.8 MPS, Means and SD on Different Categories of Vocabulary Learning Strategies in the Main Study (Research Design I)

Table 5.9 MPS, Means and SD on the Three Dimensions of Listening Strategies in the Main Study of Research Design I (N=181)

Table 5.10 MPS, Means and SD on the Two Dimensions of Vocabulary Learning Strategies in the Main Study (Research Design I)

Table 5.11 Frequencies of Difficulties Encountered in Listening Comprehension in the Main Study of (Research Design I)

Table 5.12 Inter-Correlations among 3 Dependent Variables of LC, VS, DVK and 24 Independent Variables of Vocabulary Learning Strategies and Listening Strategies in the Main Study (Research Design I)

Table 5.13 Classifications of Nine Entering Blocks in Stepwise Multiple Regression Analysis in the Main Study (Research Design I)

Table 5.14 Multiple Regression Analysis of Vocabulary Learning Strategies: Predictors of LC in the Main Study (Research Design I)

Table 5.15 Multiple Regression Analysis of Vocabulary Learning Strategies (Over and Above Written Vocabulary Knowledge) in the Main Study (Research Design I)

Details

Pages
XXII, 154
Publication Year
2020
ISBN (PDF)
9781433170553
ISBN (ePUB)
9781433170560
ISBN (MOBI)
9781433170577
ISBN (Hardcover)
9781433163685
DOI
10.3726/b15758
Language
English
Publication date
2020 (September)
Published
New York, Bern, Berlin, Bruxelles, Oxford, Wien, 2020. XXII, 154 pp., 5 b/w ill., 60 tables.
Product Safety
Peter Lang Group AG

Biographical notes

Dongjing Han (Author)

Han Dongjing is a senior lecturer in the faculty of Business English at Shenzhen Polytechnic. She received her Doctor of Applied Language Sciences from Hong Kong Polytechnic and is currently pursuing her doctorate in education from the University of Hong Kong.

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Title: Vocabulary Knowledge and Listening Performance in English Language Learning