The Relative Significance of Syntactic Knowledge and Vocabulary Knowledge in Second Language Listening Ability

Autor/inn/en	Vafaee, Payman; Suzuki, Yuichi
Titel	The Relative Significance of Syntactic Knowledge and Vocabulary Knowledge in Second Language Listening Ability
Quelle	In: Studies in Second Language Acquisition, 42 (2020) 2, S.383-410 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vafaee, Payman) ORCID (Suzuki, Yuichi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263119000676
Schlagwörter	Syntax; Second Language Learning; Memory; Language Tests; Predictor Variables; Short Term Memory; Anxiety; Metacognition; English (Second Language); Vocabulary Skills; Listening Skills; Second Language Instruction; Affective Behavior; Knowledge Level; International English Language Testing System + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Gedächtnis; Language test; Sprachtest; Prädiktor; Kurzzeitgedächtnis; Angst; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; English as second language; English; Second Language; Englisch als Zweitsprache; Aktiver Wortschatz; Fremdsprachenunterricht; Affective disturbance; Active behaviour; Affektive Störung; Wissensbasis; Language tests; Englisch
Abstract	The main purpose of the current study was to examine the relative significance of vocabulary knowledge (VK) and syntactic knowledge (SK) in second language (L2) listening ability, while accounting for the effect of several cognitive and affective factors. A total of 263 English-as-a-foreign-language learners took a standardized listening test (IELTS), as well as a battery of nine linguistic (two aural SK tests and two aural VK tests--covering both breadth and depth of VK), cognitive (two working memory tests and a metacognitive knowledge questionnaire), and affective measures (two L2 listening anxiety questionnaires). Structural equation modeling analysis revealed that both VK and SK were significant predictors of L2 listening ability; however, VK was a stronger predictor with an effect size being almost twice as much as the one for SK (0.55 vs. 0.28). The results also showed that metacognitive knowledge, working memory, and L2 listening anxiety are significant predictors of L2 listening ability. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01