Probing the Relationship between Vocabulary Knowledge and Listening Comprehension of Iranian Lower-Intermediate EFL Learners

Mohammad Taghi Farvardin, Leila Valipouri

Abstract


This study probed the relationship between vocabulary knowledge (i.e., size and depth) and listening comprehension of Iranian lower-intermediate EFL learners. To this end, 80 lower-intermediate EFL learners in Ahvaz, Iran, were selected. This study also investigated the predictive power of the vocabulary size and depth in lower-intermediate EFL learners’ listening comprehension. To this end, three tests (i.e., Vocabulary Levels Test, Word Associates Test, and a listening comprehension test) were administered to the participants. The results of Pearson correlations and multiple regression analyses revealed that vocabulary depth had a higher relationship with the listening comprehension scores (r = 0.43, p < .01). In addition, vocabulary depth proved to be a more powerful predictor of listening comprehension scores.

 


Keywords


Vocabulary knowledge, vocabulary size, vocabulary depth, listening comprehension, lower-intermediate EFL learners

Full Text:

PDF

References


Allan, D. (2004). Oxford Placement Test 2: Test Pack. Oxford: Oxford University Press.

Farvardin, M. T., & Koosha, M. (2011). The role of vocabulary knowledge in Iranian EFL students’ reading comprehension performance: Breadth or depth? Theory and Practice in Language Studies, 1, 1575-1580.

Feng, T. (2014). Assessing the depth and breadth of vocabulary knowledge with listening comprehension. PASAA, 48, 29-56.

Flowerdew, J., & Miller, L. (2005). Second language listening: theory and practice. New York: Cambridge University Press.

Goh, C. M. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28(1), 55-75.

Hedge, T. (2002). Teaching & learning in the language classroom. Shanghai: Shanghai Foreign Language Education Press.

IBM SPSS Statistics for Windows (Version 20). Armonk, NY: IBM Corp.

Kelly, P. (1991). Lexical ignorance: The main obstacle to listening comprehension with advanced foreign language learners. International Review of Applied Linguistics, 29, 135-149.

Laufer, B., & Goldstein, Z. (2004). Testing vocabulary knowledge: Size, strength, and computer adaptiveness. Language Learning, 54, 399-436.

Laufer, B., & Kalovski, G. (2010). Lexical threshold revisited: Lexical text coverage, learners' vocabulary size and reading comprehension. Reading in a Foreign Language, 22(1), 15-30.

Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford: Oxford University Press.

Meara, P. (1996). The dimensions of lexical competence. In G. Brown, K. Malmkjaer, & J. Williams (Eds.), Performance and competence in second language acquisition (pp. 35-53). New York: Cambridge University Press.

Meara, P. (2002). The rediscovery of vocabulary. Second Language Research, 18(4), 393-407.

Mehrpour, S., Razmjoo, S. A., & Kian, P. (2011).The relationship between depth and breadth of vocabulary knowledge and reading comprehension among Iranian EFL learners. Journal of English Language Teaching and Learning, 53(222), 97-127.

Mendelsohn, D. J. (1994). Learning to listen: A strategy-based approach for the second language learner. San Diego: Dominie Press.

Nation, I. S. P. (1990). Teaching and learning vocabulary. Rowley, MA: Newbury House.

Phillips, D. (2001). Longman complete course for the TOEFL test: Preparation for the computer and paper tests. USA: Longman.

Qian, D. D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. Canadian Modern Language Review, 56, 282-307.

Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52, 513-536.

Read, J. (1998). Validating a test to measure depth of vocabulary knowledge. In A. Kunnan (Ed.), Validation in language assessment (pp. 41–60). Mahwah, NJ: Erlbaum.

Read, J. (2000). Assessing vocabulary. New York: Cambridge University Press.

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press, Cambridge.

Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the Research Shows. Language Learning, 64(4), 913-951

Schmitt, N., & Meara, P. (1997). Researching vocabulary through a word knowledge framework: Word associations and verbal suffixes. Studies in Second Language Acquisition, 19, 17-36.

Schmitt, N., Schmitt, D., & Clapham, C., (2001). Developing and exploring the behavior of two new versions of the vocabulary levels test. Language Testing, 18, 55-88.

Stæhr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. The Language Learning Journal, 36, 139-152

Stæhr, L. S. (2009). Vocabulary knowledge and advanced listening comprehension in English as a foreign language. Studies in Second Language Acquisition, 31, 577-607.

Wen, W. (2014). Assessing the roles of breadth and depth of vocabulary knowledge in Chinese EFL learners’ listening. Chinese Journal of Applied Linguistics, 37(3), 358-372.

Wesche, M., & Paribakht, T. S. (1996). Assessing second vocabulary knowledge depth versus breadth. Canadian Modern Language Review, 53, 13-4.




DOI: https://doi.org/10.7575/aiac.ijalel.v.6n.5p.273

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2023 (CC-BY) Australian International Academic Centre PTY.LTD. 

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.