Mostrar el registro sencillo del ítem

dc.contributor.authorWang, Yun
dc.date.accessioned2023-04-17T11:58:16Z
dc.date.available2023-04-17T11:58:16Z
dc.date.issued2023-01-31
dc.identifier.citationExplicando 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.vi39.22286es_ES
dc.identifier.urihttps://hdl.handle.net/10481/81065
dc.description.abstractThis 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.es_ES
dc.description.sponsorshipMinistry of Education of China (Grant No. 20YJA740043)es_ES
dc.description.sponsorshipPhilosophy and Social Science Foundation of Shaanxi Province, China (Grant No. 2020K010)es_ES
dc.description.sponsorshipSocial Science Association of Shaanxi Province, China (Grant No. 2021ND0388)es_ES
dc.description.sponsorshipShaanxi Province Education and Science Foundation, China (Grant No. SGH20Y1036)es_ES
dc.description.sponsorshipChinese Universities Scientific Fund (Grant No. 2452022037)es_ES
dc.description.sponsorshipNorthwest A&F Universityes_ES
dc.description.sponsorshipChina (Grant No. 2452021185; Grant No. JY2103200; Grant No. 2017RWYB30)es_ES
dc.language.isoenges_ES
dc.publisherUniversidad de Granadaes_ES
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectVocabulary knowledgees_ES
dc.subjectGrammar knowledgees_ES
dc.subjectSecond languagees_ES
dc.subjectListening comprehensiones_ES
dc.subjectConocimiento de vocabularioes_ES
dc.subjectConocimiento de gramáticaes_ES
dc.subjectComprensión auditiva del segundo idiomaes_ES
dc.titleExplaining listening comprehension among L2 learners of English: The contribution of vocabulary and grammar knowledgees_ES
dc.title.alternativeExplicando la comprensión auditiva entre estudiantes de inglés como segunda lengua: La contribución del conocimiento de vocabulario y gramáticaes_ES
dc.typejournal articlees_ES
dc.rights.accessRightsopen accesses_ES
dc.identifier.doi10.30827/portalin.vi39.22286


Ficheros en el ítem

[PDF]

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem

Atribución 4.0 Internacional
Excepto si se señala otra cosa, la licencia del ítem se describe como Atribución 4.0 Internacional