The 5th Annual International Conference of the Asian Association for Language Assessment (AALA) (AALA 2018)

192 / 2018-03-31 10:46:07

The Relative Significance of Aural Vocabulary Knowledge in Listening Comprehension

aural vocabulary depth knowledge aural vocabulary size knowledge listening comprehension

Plenary track > Standards in developing language assessments

Abstract: The present study evaluates the relationship between vocabulary knowledge and listening comprehension in English as a foreign language (EFL), which has not been sufficiently investigated empirically. In particular, the present research has a focus on the use of aural vocabulary knowledge tests in detecting the role of vocabulary knowledge in listening comprehension. This study examined the relationship between aural vocabulary size and depth, and listening comprehension in English as a Foreign Language (EFL) among 537 EFL listeners in China. Newly revised aural form of Vocabulary Levels Test (Schmitt, Schmitt, & Clapham, 2001) and Word Associates Test (Read 1998, Qian, 1999, 2002) were used. TOEFL Listening Test (1993) was applied to test EFL learners’ listening performance. Thus, vocabulary knowledge was measured in listening forms instead of traditional written forms. It was found that aural vocabulary knowledge was positively associated with listening test scores to different extents. Aural vocabulary size was highly predictive of listening performance. The current research findings highlight the role of vocabulary knowledge in determining listening success. Specifically it draws scholars’ attention to the contributions of aural vocabulary knowledge to listening comprehension. The study also confirms the previous hypotheses of higher correlations between aural vocabulary size knowledge and listening comprehension.