Second Language Lexical Knowledge and Listening Comprehension

Bonk, William J.

doi:10.1080/10904018.2000.10499033

Cited by 156 publications

(196 citation statements)

References 21 publications

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“…A person needed around six thousand to seven thousand vocabularies to understand ninety-eight percent of the authentic discourse (Nation, 2006). However, Bonk (2000) found that lexical knowledge has no effect on listening comprehension. As he stated "on some occasions examinees were nonetheless able to achieve good comprehension with a lexical knowledge of only 75% whereas others cannot achieve this level of comprehension even with 100% of lexical knowledge" (Bonk, 2000, p.24).…”

Section: A Classification Of L2 Learners' Listening Problemsmentioning

confidence: 90%

Iranian EFL Students’ Listening Comprehension Problems

Nowrouzi¹,

Tam²,

Zareian³

et al. 2015

TPLS

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Abstract-English as a Foreign Language (EFL) listening skill is considered a problematic skill particularly in a foreign language context where practice opportunities are limited. This study aimed to explore the listening comprehension problems of a group of EFL learners. Survey method was followed to collect data from a group of Iranian tertiary level EFL learners (n = 100) using the Listening Comprehension Processing Problems Questionnaire. The results indicated that the learners experienced moderate to high levels of difficulty in all three categories of listening comprehension problems, namely perception, parsing, and utilization. The findings are expected to have useful implications for syllabus designers and teachers who intend to address the listening comprehension problems of EFL learners.

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Section: A Classification Of L2 Learners' Listening Problemsmentioning

confidence: 90%

Iranian EFL Students’ Listening Comprehension Problems

Nowrouzi¹,

Tam²,

Zareian³

et al. 2015

TPLS

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show abstract

“…However, as Bonk (2000) emphasizes, top-level processing depends, to some degree, on the information obtained through bottom-level processing. If listeners have not recognized a certain number of words in the input though bottom-level processing, they will not be able to draw on top-level cues, access the relevant contextual information, and construct an adequate meaning representation of the text.…”

Section: Vocabulary Knowledge and Listening Comprehensionmentioning

confidence: 99%

“…In contrast, familiarity with text-specific vocabulary (tested by giving half of the participants a glossary with keyword definitions) had a significant effect on both reading and listening comprehension scores, but with a stronger effect on reading performance. However, only a few studies (Bonk, 2000;Kelly, 19913;Staehr, 2007;Staehr, 2009) have explicitly investigated the degree to which vocabulary knowledge is important for successful listening comprehension in EFL and whether there is a lexical threshold for adequate listening comprehension. Staehr (2007) investigated the relationship between vocabulary knowledge and listening comprehension and found a moderate association between a vocabulary size test (Vocabulary Levels Test; VLT) and a listening comprehension test (Cambridge Certificate of Proficiency in English).…”

Section: Vocabulary Knowledge and Listening Comprehensionmentioning

confidence: 99%

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The relationship between depth and breadth of vocabulary knowledge and Iranian EFL learners’ listening comprehension

Afshari¹,

Tavakoli²

2016

IJRSLL

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This study investigates the relationship between depth and breadth of vocabulary knowledge and EFL learners' listening comprehension. It is designed to find out whether there is a meaningful relationship between vocabulary knowledge and listening comprehension in general, and to determine which dimension of vocabulary knowledge is a better predictor of successful listening comprehension in particular. Data gathered through three tests including Vocabulary Knowledge Test (VLT), Word Associate Test (WAT), and standardized listening comprehension test, from 32 EFL learners were analyzed and the findings revealed that there is a high and positive relationship among the three variables and also between the independent variables. Future analysis indicated that though both VLT and WAT contribute to listening comprehension, VLT is a better predictor of successful listening comprehension performance.

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“…Lexical coverage refers to the percentage of words that are known in a text. Research investigating lexical coverage has shown that as the proportion of known words in a text increases beyond 90%, comprehension is also likely to increase (Laufer 1989;Bonk 2000;Hu & Nation 2000;Schmitt, Jiang & Grabe 2011;van Zeeland & Schmitt 2013a). These studies have in turn contributed to greater focus in the research literature on the number of words necessary to reach the lexical coverage points associated with comprehension of spoken discourse (e.g.…”

Section: Introductionmentioning

confidence: 99%

Learning vocabulary through meaning-focused input: Replication of Elley (1989) and Liu & Nation (1985)

Webb¹

2015

Lang. Teach.

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There has been a great deal of research on first language (L1) and second language (L2) learning through meaning-focused input since Nagy, Herman & Anderson's (1985) seminal study of incidental vocabulary learning through reading. Two strands of research within this area are incidental vocabulary learning through listening and guessing from context. This article discusses widely-cited studies from each of these areas -Elley (1989) and Liu & Nation (1985) -that deserve to be replicated. Both studies made important contributions to the field, were original in their designs, and advanced our understanding of how vocabulary is learned in context. The benefits of replicating these two studies are described and several suggestions are made for how the replications might be completed.

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Second Language Lexical Knowledge and Listening Comprehension

Cited by 156 publications

References 21 publications

Iranian EFL Students’ Listening Comprehension Problems

Iranian EFL Students’ Listening Comprehension Problems

The relationship between depth and breadth of vocabulary knowledge and Iranian EFL learners’ listening comprehension

Learning vocabulary through meaning-focused input: Replication of Elley (1989) and Liu & Nation (1985)

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