Explaining listening comprehension among L2 learners of English: The contribution of vocabulary and grammar knowledge
Metadatos
Mostrar el registro completo del ítemAutor
Wang, YunEditorial
Universidad de Granada
Materia
Vocabulary knowledge Grammar knowledge Second language Listening comprehension Conocimiento de vocabulario Conocimiento de gramática Comprensión auditiva del segundo idioma
Fecha
2023-01-31Referencia bibliográfica
Explicando la comprensión auditiva de los estudiantes de segunda lengua de inglés: la contribución de los conocimientos léxicos y gramaticales. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (39), 63–74. https://doi.org/10.30827/portalin.vi39.22286
Patrocinador
Ministry of Education of China (Grant No. 20YJA740043); Philosophy and Social Science Foundation of Shaanxi Province, China (Grant No. 2020K010); Social Science Association of Shaanxi Province, China (Grant No. 2021ND0388); Shaanxi Province Education and Science Foundation, China (Grant No. SGH20Y1036); Chinese Universities Scientific Fund (Grant No. 2452022037); Northwest A&F University; China (Grant No. 2452021185; Grant No. JY2103200; Grant No. 2017RWYB30)Resumen
This study explores the relative importance of two types of knowledge – vocabulary
and grammar – to explain success for L2 learners’ listening comprehension (LC).
Forty Chinese learners of English studying in a UK university participated in the study. L2
learners’ vocabulary knowledge was measured through a receptive aural vocabulary test and
their grammar knowledge was measured through an aural grammar test. The Cambridge Preliminary
English Test (PET) listening section was adopted to measure L2 learners’ listening
comprehension proficiency. Results from correlation analysis showed that both vocabulary
and grammar measures correlated with L2 listening (r = .65 and r = .74, respectively). Hierarchical
regression analyses showed that the vocabulary and grammar measures jointly
explained 65.7% of the variance in the listening score and that each measure made a unique
contribution. It was also found that the grammar measure explained more of the variance in
L2 listening than the vocabulary measure. These results demonstrate the importance of good
L2 vocabulary and grammar knowledge in benefiting learners’ LC.