Relationship between L2 vocabulary size and listening ability

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

ISSN: 2386-9143

Year of publication: 2021

Issue: 21

Pages: 133-166

Type: Article

DOI: 10.48035/RHSJ-FD.21.6 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Huarte de San Juan: Filología y Didáctica de la Lengua

Sustainable development goals

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.

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