L2 VOCABULARY AND LISTENING
DOI:
https://doi.org/10.48035/rhsj-fd.21.6Keywords:
EFL, second language teaching, L2 vocabulary, L2 listeningAbstract
ABSTRACT
The relationship between second language vocabulary and listening comprehension has been barely explored, and in most cases with inadequate instruments. This study intends to bridge those gaps by examining the contribution of the language learners’ vocabulary size to their listening ability.
The vocabulary size of 284 learners of English was assessed with both an aural and a written vocabulary test. A standardized listening test was used to assess their listening ability. Data were analysed with the Rasch model to determine the participants’ abilities and the item difficulties.
Evidence from data analyses supported the following findings:
- L2 vocabulary knowledge and listening comprehension are strongly and positively related.
- Aural and written vocabulary knowledge are two clearly different dimensions.
- Aural vocabulary knowledge predicts listening comprehension better than written vocabulary knowledge, especially among weaker listeners.
Based on these results, more emphasis could be placed on learners’ aural vocabulary knowledge to improve their listening.
KEYWORDS: EFL; second language teaching; L2 vocabulary; L2 listening;
RESUMEN
La relación entre el vocabulario y la comprensión oral en una segunda lengua ha sido poco explorada, y en la mayoría de los casos con instrumentos inadecuados. Este estudio pretende llenar esos vacíos investigando la contribución del tamaño del vocabulario de los estudiantes de lenguas en su capacidad de comprensión oral.
El tamaño de vocabulario de 284 estudiantes de inglés como segunda lengua fue valorado tanto con una prueba oral de vocabulario como con una prueba escrita. Una prueba estandarizada de comprensión oral fue utilizada para valorar su capacidad de comprensión oral. Los datos fueron analizados con el modelo Rasch para determinar las capacidades de los participantes y las dificultades de los elementos de las pruebas.
Las evidencias provenientes de los análisis de datos apoyaron los siguientes hallazgos:
- El conocimiento de vocabulario y la comprensión oral en una segunda lengua están relacionados de forma clara y positiva.
- El conocimiento de vocabulario oral y escrito son dos dimensiones claramente distintas.
- El conocimiento de vocabulario oral predice mejor la comprensión oral que el conocimiento de vocabulario escrito, particularmente entre quienes tienen peor comprensión oral.
Con base en estos resultados, se podría poner un mayor énfasis en el conocimiento de vocabulario oral de quienes aprenden una segunda lengua para mejorar su comprensión oral.
KEYWORDS: inglés como lengua extranjera; enseñanza de segunda lengua; vocabulario de segunda lengua; comprensión oral de segunda lengua;
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