The Role of Receptive Vocabulary Knowledge in Advanced EFL Listening Comprehension

Autor/in	Atas, Ufuk
Titel	The Role of Receptive Vocabulary Knowledge in Advanced EFL Listening Comprehension
Quelle	In: TESL-EJ, 21 (2018) 4, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Listening Comprehension; Predictor Variables; Vocabulary Skills; Advanced Students; Language Tests; Listening Comprehension Tests; Word Frequency; Foreign Countries; College Students; Language of Instruction; Scores; Multiple Regression Analysis; Factor Analysis; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Hörverständnis; Prädiktor; Aktiver Wortschatz; Fortgeschrittener; Language test; Sprachtest; Hörverstehensübung; Word analysis; Frequency; Wortanalyse; Häufigkeit; Ausland; Collegestudent; Teaching language; Unterrichtssprache; Faktorenanalyse; Statistische Analyse; Türkei
Abstract	This paper presents an empirical study that investigates the role of vocabulary knowledge in listening comprehension with 33 advanced Turkish learners of English as a foreign language. The Vocabulary Levels Test (Schmitt, Schmitt & Clapham, 2001) is used to measure the vocabulary knowledge of the participants and a standardized listening test (Cambridge Certificate of Proficiency in English) is used to measure the listening comprehension level. The results show that vocabulary knowledge produces a significant correlation with listening comprehension. The 5000-word frequency is found to be the best predictor of the variance in the listening comprehension both of which have valuable implications for listening comprehension in EFL contexts. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01