Is Listening Comprehension a Comprehensible Input for L2 Vocabulary Acquisition?

Abstract

Vocabulary learning has received considerable attention from reading comprehension input in second language acquisition research. However, a little is known about vocabulary gains from listening comprehension input. This paper aims to review L2 vocabulary gains from listening comprehension input in comparison to reading comprehension and reading while listening comprehension activities. We search for the terms “vocabulary learning”, “vocabulary acquisition”, and “listening comprehension” in several international databases to elicit target studies. The target studies have been reviewed in terms of focus, methodology employed, L2 environment, type of participants, and findings. Results of the review found that vocabulary acquisition from listening comprehension input was significant—though less than reading input—for long run and could be stored in long term memory. Therefore, it could be retrieved more easily than vocabulary from reading comprehension input. Recommendations and suggestions for future research have been given at the end of the article.

Teachers’ Perceptions of Comprehensible Input on English Vocabulary Acquisition

“…Rodrigo (2004) concluded that vocabulary and grammar can be acquire better through comprehensible input and the hypothesis of comprehensible input-based approaches are more effective than traditional methodology. Secondly, as for comprehensible input device, the study's investigation complements the findings of Pigada and Schmitt (2006) and Mushait and Mohsen (2019), who totally affirmed that reading and listening are two major means of comprehensible input providing. Comparably, the participated teachers responded to the open-ended question that they mostly used some activities such as videos, songs, storytelling and specialized reading texts.…”

“…Regarding vocabulary acquisition, Mushait and Mohsen (2019) shared the idea that vocabulary acquisition is mostly based on listening and reading comprehensible input. Reading and listening are considered vital devices in providing meaningful input to language learners.…”

“…Moreover, Okebukola (2004, as cited in Nguyen, 2022 asserted that reading was a device to transmit knowledge from generation to generation. Mushait and Mohsen (2019) aimed to review the comparison between vocabulary gained from listening and reading. The researchers analyzed some international databases and concluded that vocabulary acquisition from listening and reading comprehension input was significant.…”

Using Adaptive Feedback in an ESP Course for Developing University Students’ EFL Listening and Reading Comprehension Skills

“…Contrary to the widespread belief that language knowledge is linked to the ability to produce it through speaking and writing (Nunan, 2002), it is well established that listening and reading abilities allow L2 learners to obtain comprehensible input (Krashen, 1985). Mushait and Mohsen (2019) point out that second language acquisition theory seeks adequate inputs to acquire a foreign language by providing a "comprehensible input" beyond the students' proficiency level. They further argue that, previously, input was restricted to text material presented in printed or audio forms through a single input, i.e., reading or listening contexts.…”