L2 Vocabulary Knowledge and L2 Listening Comprehension: A Structural Equation Model

Autor/inn/en	Li, Yang; Zhang, Xian
Titel	L2 Vocabulary Knowledge and L2 Listening Comprehension: A Structural Equation Model
Quelle	In: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 22 (2019) 1, S.85-102 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1481-868X
Schlagwörter	Second Language Learning; Listening Comprehension; Correlation; Vocabulary Development; Language Fluency; Listening Comprehension Tests; English (Second Language); Language Tests; Predictor Variables; Structural Equation Models; Teaching Methods; Second Language Instruction; Secondary School Students; Verbal Ability; Intelligence Tests; Foreign Countries; China; International English Language Testing System; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Hörverständnis; Korrelation; Wortschatzarbeit; Language skill; Language skills; Sprachkompetenz; Hörverstehensübung; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Prädiktor; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Sekundarschüler; Mündliche Leistung; Intelligence test; Intelligenztest; Ausland; Language tests; Englisch
Abstract	The current study investigates how second language (L2) listening comprehension is associated with three dimensions of L2 vocabulary knowledge: size, depth, and fluency. Vocabulary knowledge tests administered to 290 participants measured L2 auditory vocabulary size, depth, and fluency. Afterward, participants took an International English Language Testing System (IELTS) listening test that measured L2 listening comprehension. Using a structural equation modeling technique, we found that all three dimensions of vocabulary knowledge are significant predictors of L2 listening comprehension. Size of auditory vocabulary in the L2 has the strongest predictive power over L2 listening comprehension. The results of the current study offer useful pedagogical implications for improving L2 listening comprehension. (As Provided).
Anmerkungen	Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01