Effects of Expanded Vocabulary Support on L2 Listening Comprehension

Autor/inn/en	Pan, Yi-Chun; Tsai, Tzung-Hung; Huang, Yueh-Kuey; Liu, Dilin
Titel	Effects of Expanded Vocabulary Support on L2 Listening Comprehension
Quelle	In: Language Teaching Research, 22 (2018) 2, S.189-207 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168816668895
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Vocabulary Development; Language Proficiency; Language Tests; Teaching Methods; Listening Comprehension; College Students; Foreign Countries; Statistical Analysis; Quasiexperimental Design; Pretests Posttests; Taiwan; Test of English for International Communication + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatzarbeit; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Hörverständnis; Collegestudent; Ausland; Statistische Analyse
Abstract	Various forms of pre-listening support, such as the provision of vocabulary and topic information, have been used to help second language (L2) learners better understand what they listen to. Results of studies on the effects of vocabulary support have been mixed. Furthermore, there has been little research on the effects of different quantities of vocabulary items and types of word information provided on the listening performance of L2 students of different proficiency levels. Therefore, this study investigated the effectiveness of two different levels of 18-week vocabulary support (an expanded vocabulary-instruction support that targeted both a greater quantity of lexical items and a focus on multiword units vs. an unexpanded vocabulary-instruction support with a focus on single words only) for enhancing listening ability of students of English as a foreign language (EFL) defined as their performance on the listening test of the Test of English for International Communication (TOEIC). The results indicate that the group that received the expanded vocabulary support attained a significant gain and performed significantly better on the posttest than the group that received the unexpanded vocabulary support. The results also reveal that the expanded vocabulary support was particularly helpful for lower proficiency level students. Pedagogical and research implications are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01