Explaining listening comprehension among L2 learners of English: The contribution of vocabulary and grammar knowledge

Abstract

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.