Relationship between L2 vocabulary size and listening ability

  1. Aoiz Pinillos, Martín
Revista:
Huarte de San Juan: Filología y Didáctica de la Lengua

ISSN: 2386-9143

Año de publicación: 2021

Número: 21

Páginas: 133-166

Tipo: Artículo

DOI: 10.48035/RHSJ-FD.21.6 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Huarte de San Juan: Filología y Didáctica de la Lengua

Objetivos de desarrollo sostenible

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 es-tudio pretende llenar esos vacíos investigando la contribución del tamaño del vocabulario de los estudiantes de lenguas en su capacidad de comprensión oral.El tamaño del vocabulario de 284 estudiantes de inglés como segunda lengua fue valorado tan-to con una prueba oral de vocabulario como con una prueba escrita. Se utilizó una prueba estan-darizada de comprensión oral para valorar su ca-pacidad de comprensión oral. Los datos fueron analizados con el modelo Rasch para determinar las capacidades de los participantes y las dificul-tades de los elementos de las pruebas.Las evidencias provenientes de los análisis de datos mostraron que el conocimiento de vocabu-lario y la comprensión oral en una segunda len-gua están relacionados de forma clara y positiva, que el conocimiento de vocabulario oral y escrito son dos dimensiones claramente distintas, y que el conocimiento de vocabulario oral predice mejor la comprensión oral que el conocimiento de vocabulario escrito, particularmente entre quie-nes tienen peor comprensión oral.Con base en estos resultados, se debería po-ner un mayor énfasis en el conocimiento de vo-cabulario oral de quienes aprenden una segun-da lengua para mejorar su comprensión oral.

Referencias bibliográficas

  • Alderson, J. C. (2005). Diagnosing foreign language proficiency: The interface between learning and assessment. Continuum.
  • Anderson, J. (2020). Cognitive psychology and its implications. (9th edition). Worth Publishers.
  • Beglar, D., & Nation, P. (2007). A vocabulary size test. The Language Teacher, 31(7), 9-13.
  • Bond, T. G., & Fox, C. M. (2015). Applying the Rasch Model: fundamental measurement in the human sciences (3rd ed.). Routledge.
  • Bonk, W. (2000). Second Language Lexical Knowledge and Listening Comprehension. International Journal of Listening, 14(1), 14-31. https://doi.org/10.1080/10904018.2000.10499033
  • Brentari, E., & Golia, S. (2007). Unidimensionality in the Rasch model: how to detect and interpret. Statistica, 67(3), 253-261. https://doi.org/10.6092/issn.1973-2201/3508
  • Cai, W., & Lee, B. P. (2010). Investigating the effect of contextual clues on the processing of unfamiliar words in second language listening comprehension. Australian Review of Applied Linguistics, 33(2), 18.1-18.28. https://doi.org/10.2104/aral1018
  • Cambridge University Press (2008). Cambridge English: Preliminary 5 with answers: official examination papers from University of Cambridge ESOL examinations. (2008). Cambridge University Press.
  • Chang, A. C., & Millett, S. (2014). The effect of extensive listening on developing L2 listening fluency: Some hard evidence. ELT journal, 68(1), 31-40. https://doi.org/10.1093/elt/cct052
  • Cheng, J., & Matthews, J. (2018). The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading. Language Testing, 35(1), 3-25. https://doi.org/10.1177/0265532216676851
  • Cohen, J. (2013). Statistical power analysis for the behavioral sciences. New York: Academic Press Inc.
  • Cross, J. D. (2009). Diagnosing the process, text and intrusion problems responsible for L2 listeners’ decoding errors. Asian EFL Journal, 11(2), 31-53.
  • European Commission. (2012). First European survey on language competences. Final Report. Publications Office of the European Union. Version 4.0, 15 June 2012. Retrieved from https://crell.jrc.ec.europa.eu/sites/default/files/files/eslc/ESLC_Final%20Report_210612.pdf
  • Eyckmans, J. (2004). Measuring Receptive Vocabulary Size: Reliability and Validity of the Yes/No Voca-bulary Test for French-speaking Learners of Dutch. (Doctoral dissertation, Netherlands Graduate School of Linguistics). LOT.
  • Field, J. (2008a). Bricks or mortar: which parts of the input does a second language listener rely on? TESOL quarterly, 42(3), 411-432. https://doi.org/10.1002/j.1545-7249.2008.tb00139.
  • Field, J. (2008b). Emergent and divergent: A view of second language listening research. System 36(1), 2-9. https://doi.org/10.1016/j.system.2008.01.001
  • Field, J. (2009). Listening in the Language Classroom. Cambridge University Press. https://doi.org/10.1017/CBO9780511575945
  • Fung, D., & Macaro, E. (2019). Exploring the relationship between linguistic knowledge and strategy use in listening comprehension. Language Teaching Research: LTR, 1362168819868879. https://doi.org/10.1177/1362168819868879
  • Graham, S. (2006). Listening comprehension: The learners’ perspective. System (Linköping), 34(2), 165-182. https://doi.org/10.1016/j.system.2005.11.001
  • Graham, S., & Santos, D. (2015). Strategies for second language listening: Current scenarios and improved pedagogy. Palmgrave McMillan UK. https://doi.org/10.1057/9781137410528
  • Graham, S., Santos, D., & Vanderplank, R. (2008). Listening comprehension and strategy use: A longitudinal exploration. System, 36(1), 52-68. https://doi.org/10.1016/j.system.2007.11.001
  • Hulstijn, J. (2003). Connectionist Models of Language Processing and the Training of Listening Skills With the Aid of Multimedia Software. Computer Assisted Language Learning, 16(5), 413-425. https://doi.org/10.1076/call.16.5.413.29488
  • Lim, G. S., & Khalifa, H. (2013). Criterion-related validity. In Garanpayeh, A., & Taylor, L. (eds.). Examining Listening: Research and Practice in Assessing Second Language Listening (vol. 35), (pp. 303-321). Cambridge University Press.
  • Linacre, J. M. (1997). KR-20 / Cronbach Alpha or Rasch Person Reliability: Which Tells the «Truth»? Rasch Measurement Transactions, 11(3), 580-581.
  • Linacre, J. M. (2012, 2019). Winsteps® Rasch Measurement, version 4.4.3. [Computer software] Downloaded from http://www.winsteps.com
  • Linacre, J. M., & Wright, B.D. (1989). The «Length» of a Logit. Rasch Measurement Transactions, 1989, 3(2), 54-55.
  • Masrai, A. (2020). Exploring the impact of individual differences in aural vocabulary knowledge, written vocabulary knowledge and working memory capacity on explaining L2 learners’ listening comprehension. Applied Linguistics Review, 11(3), 423-447. https://doi.org/10.1515/applirev-2018-0106
  • Matthews, J., & Cheng, J. (2015). Recognition of high frequency words from speech as a predictor of L2 listening comprehension. System (Linköping), 52, 1-13. https://doi.org/10.1016/j.system.2015.04.015
  • McLean, S., Kramer, B., & Beglar, D. (2015). The creation and validation of a listening vocabulary levels test. Language Teaching Research: LTR, 19(6), 741-760. https://doi.org/10.1177/1362168814567889
  • Milton, J. (2009). Measuring second language vocabulary acquisition. Multilingual Matters.
  • Milton, J., & Hopkins, N. (2006). Comparing Phonological and Orthographic Vocabulary Size: Do Vocabulary Tests Underestimate the Knowledge of Some Learners. The Canadian Modern Language Review / La Revue Canadienne des Langues Vivantes, 63(1), 127-147. https://doi.org/10.1353/cml.2006.0048
  • Nation, I. S. P. (2001) Learning vocabulary in another language. Cambridge University Press.
  • Nunan, D. (2002). Listening in language learning. In Richards, J. C., & Renandya, W. A. (Eds.) Methodology in language teaching: An anthology of current practice (pp. 238-241). Cambridge University Press.
  • Paas, F., & Sweller, J. (2014). Implications of cognitive load theory for multimedia learning. In Mayer, R. E. (Ed.), The Cambridge handbook of multimedia learning, 2nd edition (pp. 27-42). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.004
  • Pan, Y. C., Tsai, T. H., Huang, Y. K., & Liu, D. (2018). Effects of expanded vocabulary support on L2 listening comprehension. Language Teaching Research, 22(2), 189-207. https://doi.org/10.1177/1362168816668895
  • Read, J. (2013). Second language vocabulary assessment. Language Teaching, 46(1), 41-52. https://doi.org/10.1017/S0261444812000377
  • Richards, J. C. (2008). Teaching listening and speaking from theory to practice. Cambridge University Press.
  • Rost, M. (2006). Areas of research that influence L2 listening instruction. In E. Usó-Juan & A. Martínez-Flor (Eds.). Current Trends in the Development and Teaching of the Four Language Skills (pp. 47-73). Mouton de Gruyter; Walter de Gruyter, Inc. https://doi.org/10.1515/9783110197778.2.75
  • Rost, M. (2011). Teaching and Researching Listening (2nd ed.). New York: Pearson Education.
  • Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language testing, 18(1), 55-88. https://doi.org/10.1177/026553220101800103
  • Siegel, J. (2013). Exploring L2 listening instruction: examinations of practice. ELT Journal 68(1), 22-30. https://doi.org/10.1093/elt/cct058
  • Stæhr, L. S. (2009). Vocabulary knowledge and advanced listening comprehension in English as a foreign language. Studies in second language acquisition, 31(4), 577-607. https://doi.org/10.1017/S0272263109990039
  • Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly 16(1), 32-71. https://doi.org/10.2307/747348
  • UCLES (2012). The Cambridge English: Preliminary and Preliminary for Schools Vocabulary List. Retrieved from https://www.cambridgeenglish.org/Images/84669-pet-vocabulary-list.pdf
  • UCLES (2019). Cambridge English: The Cambridge English Scale Explained. A guide to converting practice test scores to Cambridge English Scale scores. Retrieved from https://www.cambridgeenglish.org/Images/210434-converting-practicetest-scores-to-cambridge-english-scale-scores.pdf
  • van Zeeland, H. (2014a). Second language vocabulary knowledge in and from listening (Doctoral dissertation, University of Nottingham).
  • van Zeeland, H. (2014b). Lexical inferencing in first and second language listening. The Modern Language Journal, 98(4), 1006-1021. https://doi.org/10.1111/modl.1215
  • van Zeeland, H. (2018). Vocabulary in Listening. In Liontas, J.I., T. International Association and DelliCarpini, M. (Eds.), The TESOL Encyclopedia of English Language Teaching (pp. 1-6). https://doi.org/10.1002/9781118784235.eelt0614
  • van Zeeland, H., & Schmitt, N. (2013). Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension? Applied Linguistics, 34(4), 457-479. https://doi.org/10.1093/applin/ams074
  • Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191-210. https://doi.org/10.1017/S0261444807004338
  • Vandergrift, L., & Baker, S. (2015). Learner variables in second language listening comprehension: An exploratory path analysis. Language Learning, 65(2), 390-416. https://doi.org/10.1111/lang.12105
  • Vandergrift, L. & Goh, C. C. (2012). Teaching and Learning Second Language Listening: Metacognition in Action. Taylor & Francis Ltd – M.U.A. https://doi.org/10.4324/9780203843376
  • Wang, Y., & Treffers-Daller, J. (2017). Explaining listening comprehension among L2 learners of English: The contribution of general language proficiency, vocabulary knowledge and metacognitive awareness. System (Linköping), 65, 139-150. https://doi.org/10.1016/j.system.2016.12.013
  • Xu, F. (2011). Anxiety in EFL Listening Comprehension. Theory and Practice in Language Studies, 1(12), 1709-1717. https://doi.org/10.4304/tpls.1.12.1709-1717
  • Yi’an, W. (1998). What do tests of listening comprehension test? – A retrospection study of EFL test-takers performing a multiple-choice task. Language testing, 15(1),21-44. https://doi.org/10.1177/026553229801500102
  • Zhang, P. (2018). Comparing different types of EFL vocabulary instruction for Chinese senior secondary school learners of English (Doctoral dissertation, University of Reading). http://centaur.reading.ac.uk/77933/12/22841392_Zhang_thesis_redacted.pdf
Fuente de los datos: Dialnet