Roles of Aural and Orthographic Vocabulary Knowledge in English Learners’ Listening Comprehension
محورهای موضوعی : Second Language Education
Bita Lamouchi Tarazi
1
,
Mohammad Taghi Farvardin
2
1 - Department of English, Ahv.C., Islamic Azad University, Ahvaz, Iran
2 - Department of English, Ahv.C., Islamic Azad University, Ahvaz, Iran
کلید واژه: aural vocabulary knowledge, English learners, listening comprehension, orthographic vocabulary knowledge, vocabulary knowledge,
چکیده مقاله :
This study examined the roles of aural and orthographic vocabulary knowledge in the of English learners’ listening comprehension. In other words, this study sought to measure the extent of prediction these kinds of vocabulary knowledge have in the listening comprehension of English learners. To this end, 112 intermediate English learners were selected through convenience sampling. Their proficiency level was determined by the Oxford Placement Test. In addition, an aural vocabulary test, a written vocabulary test, and a listening comprehension test were administered. Pearson correlations showed that aural vocabulary knowledge and listening comprehension had a significantly strong correlation, whereas orthographic vocabulary knowledge had a significantly moderate correlation. Furthermore, regression analysis showed that aural vocabulary knowledge had a greater predictor power of English listening comprehension. The findings suggest that aural vocabulary knowledge can have a key role in intermediate EFL learners' listening comprehension ability. The results highlight the need to include listening-focused vocabulary practice into language lessons, empowering learners to engage more confidently and effectively in everyday conversations.
This study examined the roles of aural and orthographic vocabulary knowledge in the of English learners’ listening comprehension. In other words, this study sought to measure the extent of prediction these kinds of vocabulary knowledge have in the listening comprehension of English learners. To this end, 112 intermediate English learners were selected through convenience sampling. Their proficiency level was determined by the Oxford Placement Test. In addition, an aural vocabulary test, a written vocabulary test, and a listening comprehension test were administered. Pearson correlations showed that aural vocabulary knowledge and listening comprehension had a significantly strong correlation, whereas orthographic vocabulary knowledge had a significantly moderate correlation. Furthermore, regression analysis showed that aural vocabulary knowledge had a greater predictor power of English listening comprehension. The findings suggest that aural vocabulary knowledge can have a key role in intermediate EFL learners' listening comprehension ability. The results highlight the need to include listening-focused vocabulary practice into language lessons, empowering learners to engage more confidently and effectively in everyday conversations.
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