Effects of Multi-Faceted Lexical Instruction on the TOEIC Listening Performance of Taiwanese EFL College Students

Pan, Yi-chun

doi:10.5539/ijel.v2n6p71

Cited by 7 publications

(4 citation statements)

References 44 publications

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“…Regarding the positive role of vocabulary preparation on listening comprehension, previous studies are also incongruent. While Tsui and Fullilove (1998) and Pan (2012) indicated that bottom-up pre-listening was efficient on listening performance of the learners rather than the top-down pre-listening, Rameshianfar, Shahnazari, and Tavakoli (2015), demonstrated that vocabulary instruction as pre-listening activity did not have significant effect on listening comprehension performance of the Iranian intermediate EFL learners.…”

Section: The Review Of Literaturementioning

confidence: 99%

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Pedagogical Utility of Pre-Listening Activities for Improving Iranian Elementary EFL Learners’ Listening Comprehension

Karimi¹,

Chalak²,

Biria³

2019

INT J INSTRUCTION

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This study examined the effects of two types of pre-listening activities: bottom-up and top-down on Iranian elementary EFL learners' listening comprehension performance. By TOFEL (PBT) test, 90 learners were selected as elementary ones for this study. They were randomly assigned to two experimental and one control groups each consisting of 30 learners. After giving the pretest, vocabulary preparation and content related support were given as the treatment to two experimental groups. The learners in control group received filler activities. At the end of the experiment, the posttest was performed to all learners to measure the possible effects of the treatment. The results revealed the significant differences between the learners' pre-test and post test scores. The analyses of the data confirmed the great impact of pre-listening support on listening comprehension performance of Iranian elementary EFL learners.

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Section: The Review Of Literaturementioning

confidence: 99%

“…With regards to the studies relating to the role of vocabulary preparation as a pre-listening, there exist different results. While some studies confirmed its usefulness (Pan, 2012;Farrokhi & Modarres, 2012), others doubted its values (Chang & Read, 2006;Chung, 2002).…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Utility of Pre-Listening Activities for Improving Iranian Elementary EFL Learners’ Listening Comprehension

Karimi¹,

Chalak²,

Biria³

2019

INT J INSTRUCTION

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“…(4) Guide students to active thinking. To make theory and basic course of contact need to pay attention to positive guidance to the student, the teacher let the students people think take the initiative to find language phenomenon, with understanding of linguistics, thus searchs from psychological set a positive attitude [7].…”

Section: Figure 2 the Abstract Of The English Linguisticsmentioning

confidence: 99%

Research on the Local Culture and Corresponding Influences on English Linguistics from the Etymology Perspective

Wen¹

2016

Proceedings of the 2016 2nd International Conference on Social Science and Technology Education (ICSSTE 2016)

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Abstract-In this paper, we conduct research on the local culture and corresponding influences on the English linguistics from the etymology perspective. In the form of linguistics, language is a form of system, the research is in the form of the combination of form and meaning, language learning is rules and skills to master. In systemic functional linguistics, language is a system the study is in the context of significance. Language learning, therefore, the use of language, masters the language knowledge and skills in practice and the social culture. From a social point of view of language learning, language learning is no longer the pure knowledge and skills to master the cognitive process of memory, but a process of social interaction between individuals. Our research starts form the in-depth analysis of the etymology to propose novel perspective that is innovative and meaningful.

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“…Specifically, this study seeks to clarify some of the research in this area that seems to be incongruent. For example, there are studies that suggest that vocabulary preteaching is useful to EFL Taiwanese college students (e.g., Chung, 2002;Hsu & Hsu, 2007;Pan, 2012) and to EFL Iranian university students (e.g., Farrokhi & Modarres, 2012;Madani & Kheirzadeh, 2022). On the contrary, there are other studies that found no effect of vocabulary preteaching on listening comprehension by English-speaking learners of Spanish (e.g., Berne, 1995), EFL Taiwanese students (e.g., Chang & Read, 2006), and EFL Chinese students (e.g., Li et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Vocabulary Preteaching and Content Previewing on the Listening Comprehension of Arabic-Speaking EFL Learners

Aldukhayel

2023

InformingSciJ

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Aim/Purpose: The purpose of this study is to determine the impact of pre-listening activities on Arabic-speaking EFL learners’ comprehension of spoken texts. Background: This study aims to contribute to the current research and to increase our understanding about the effectiveness of pre-listening activities. Specifically, this study seeks to clarify some of the research in this area that seems to be incongruent. Methodology: The study investigates two widely implemented activities in second language (L2) classrooms: vocabulary preteaching and content previewing. Ninety-three native-Arabic speaking EFL learners, whose proficiently levels were beginner, intermediate, or advanced, were randomly assigned to a control group or one of three experimental groups: the vocabulary-only (VO) group, content-only (CO) group, or vocabulary + content (VC) group. Each of the experimental groups received one of the treatments to determine which pre-listening activity was more effective and whether additional pre-listening activities yield additional comprehension. Listening comprehension of the aural text was measured by a test comprising 13 multiple-choice and true-false questions. Contribution: The present study provided additional explanations regarding the long-standing contradicting results about vocabulary preteaching and content previewing. Findings: The results showed that pre-listening activities had a positive impact on Arabic-speaking EFL learners’ listening comprehension, with the VO group significantly increasing their scores on the posttest compared to those of the control or other groups. Vocabulary preteaching was particularly beneficial for more advanced learners. With regard to which pre-listening activity contributed the most to better listening comprehension, vocabulary preteaching was the most effective. Content previewing did not increase comprehension for the CO group and had no additional benefit for the VC group. Recommendation for Researchers: This paper recommends that researchers explore new pre-listening activities that have never studied. Future research should be extended to include other nations and contextual situations to extend our knowledge about the effect of pre-listening activities. As far as listening comprehension can only be achieved when listeners are attentive and engaged, the listening text should be interesting and the lexical coverage of the listening text should be appropriate for all participants. Future Research: The results are to be interpreted carefully because they are limited by the students’ L2 proficiency, demographic, and cultural backgrounds (i.e., first language (L1) proficiency, age, gender, Middle Eastern culture). Results might be quite different if the study was conducted with different populations who have different life and language learning experiences (Vandergrift & Baker, 2015). Therefore, the results of this study indicate there is much room for improvement and a need for further research.

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Effects of Multi-Faceted Lexical Instruction on the TOEIC Listening Performance of Taiwanese EFL College Students

Cited by 7 publications

References 44 publications

Pedagogical Utility of Pre-Listening Activities for Improving Iranian Elementary EFL Learners’ Listening Comprehension

Pedagogical Utility of Pre-Listening Activities for Improving Iranian Elementary EFL Learners’ Listening Comprehension

Research on the Local Culture and Corresponding Influences on English Linguistics from the Etymology Perspective

The Impact of Vocabulary Preteaching and Content Previewing on the Listening Comprehension of Arabic-Speaking EFL Learners

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