Using a Listening Vocabulary Levels Test to Explore the Effect of Vocabulary Knowledge on GEPT Listening Comprehension Performance

Autor/in	Li, Chen-Hong
Titel	Using a Listening Vocabulary Levels Test to Explore the Effect of Vocabulary Knowledge on GEPT Listening Comprehension Performance
Quelle	In: Language Assessment Quarterly, 16 (2019) 3, S.328-344 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2019.1648474
Schlagwörter	Foreign Countries; Language Tests; Second Language Learning; English (Second Language); Listening Comprehension; Listening Comprehension Tests; Vocabulary Development; Exit Examinations; College Students; Listening Skills; Scores; Receptive Language; Oral Language; Criterion Referenced Tests; Outcomes of Education; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Language test; Sprachtest; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Hörverständnis; Hörverstehensübung; Wortschatzarbeit; Final examination; Abschlussprüfung; Collegestudent; Rezeptive Kommunikationsfähigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Lernleistung; Schulerfolg
Abstract	The Ministry of Education in Taiwan encourages universities to adopt English ability as an exit requirement for graduates. Nearly 65% of universities use the General English Proficiency Test (GEPT) or other compatible standardized tests as an exit test for university graduates. However, it remains unclear what level of vocabulary knowledge a second language (L2) learner needs in order to achieve a passing score for listening on the exit test. The L2 vocabulary assessment literature also clearly shows a need for a test that measures aural English vocabulary knowledge. To address the gaps, this study explored the effect of vocabulary knowledge on performance on the GEPT listening subtest by using a validated Listening Vocabulary Levels Test to provide a more accurate estimate of the receptive vocabulary of L2 learners. The findings showed (1) a strong positive correlation between vocabulary knowledge and overall listening skills, with comprehension of short talks (Part III) most closely related to vocabulary knowledge and most challenging to participants; (2) no absolute vocabulary threshold above which L2 learners passed the GEPT listening subtest, although a substantial increase in passing rate was observed at the 3,000-word vocabulary level; and (3) a minimum vocabulary level of 3,000-word families is required for 98% lexical coverage in the overall GEPT listening subtest, and a higher level of vocabulary knowledge is needed for L2 learners to comprehend conversations and short talks, compared with comprehension and answering of questions. The study findings provide insight into the role of aural receptive vocabulary knowledge in listening comprehension, and the implications for language teachers, materials writers, and test developers are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01