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Learning vocabulary through listening: the role of vocabulary knowledge and listening proficiency

Zhang, P. and Graham, S. (2020) Learning vocabulary through listening: the role of vocabulary knowledge and listening proficiency. Language Learning, 70 (4). ISSN 0023-8333

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To link to this item DOI: 10.1111/lang.12411

Abstract/Summary

This study explored the impact of pre-existing vocabulary knowledge (PVK) and listening proficiency on the vocabulary learning through listening of 137 Chinese learners of English, when provided with three types of oral vocabulary explanations: L2, codeswitching (CS), and contrastive focus-on-form (CFoF), and when no explanations (NE) were provided. Listening proficiency was a more important factor influencing vocabulary learning through aural input than PVK was, with particular gains for high listening proficiency/lower PVK learners. The CFoF approach was most helpful for learners regardless of their PVK and listening proficiency, while the NE approach was the least helpful. Moreover, comparing just the CS and L2 groups, the CS approach was more helpful for lower PVK learners and more proficient listeners than the L2 approach was. Higher PVK learners and less proficient listeners, however, benefited more from the L2 approach than from the CS approach. The study’s theoretical and pedagogical implications are discussed.

Item Type:Article
Refereed:Yes
Divisions:Interdisciplinary centres and themes > Centre for Literacy and Multilingualism (CeLM)
Faculty of Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
ID Code:88908
Publisher:Wiley

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