Vocabulary knowledge and listening comprehension at an intermediate level in English and French as foreign
                    languages

Noreillie, Ann-Sophie; Kestemont, Britta; Heylen, Kris; Desmet, Piet; Peters, Elke

doi:10.1075/itl.00013.nor

Cited by 36 publications

(19 citation statements)

References 15 publications

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“…No studies to date that we are aware of explore the effects of listening skills on vocabulary learning through video viewing. Previous research examining the relationship between vocabulary and listening has shown that vocabulary size is significantly, although modestly, correlated with listening comprehension (Noreillie et al 2018;Staehr 2009). This also holds true as far as the relationship between vocabulary depth and listening comprehension is concerned (Staehr 2009).…”

Section: Literature Reviewmentioning

confidence: 78%

Learning vocabulary with the support of sustained exposure to captioned video: do proficiency and aptitude make a difference?

Suárez

Gesa

2019

The Language Learning Journal

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Video viewing can be a valuable resource to expose students to large quantities of input so they can improve their vocabulary and content comprehension. Most studies so far have used short clips and have not explored in much detail the effects of individual differences (IDs) such as aptitude, listening skills and vocabulary size. This paper aims to address this gap by exposing 57 Grade-10 EFL learners and 60 university students to captioned video. On a weekly basis over an academic term, all learners were pre-taught a set of target words (TWs); half of them (the experimental group) were additionally shown captioned episodes from a TV series containing the TWs. All learners were pre-and posttested on the TW forms and meanings. Results revealed significant differences between experimental and control groups in the learning of TWs in the high school population, but not among university participants. A main effect for proficiency was observed on the learning scores for both TW forms and meanings. However, language aptitude was only a significant factor for TW meanings. Results are discussed regarding how video viewing and these IDs mediate vocabulary learning.

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Section: Literature Reviewmentioning

confidence: 78%

Learning vocabulary with the support of sustained exposure to captioned video: do proficiency and aptitude make a difference?

Suárez

Gesa

2019

The Language Learning Journal

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“…Also, the fact that none of AU's students has mastered 3.000 word-families, and only about 4% of BU's students have mastered the level is alarming. Knowing limited words from most frequent the first 1.000 word-families to the third 1.000 word-families will cause the students Noreillie et al (2018) have found, knowing the 1 st 1.000 and the 2 nd 1.000 most frequent word-family is crucial for L2 learners because they equal 91% and 97% coverage of a text. In the same line, Nation (2006) has stated that 86 % of the running words in the texts are from the 1 st 1.000 word-families and the 2 nd 1.000 word-families, and the students need a 98% threshold to be able to read a wide range of texts.…”

Section: Resultsmentioning

confidence: 99%

“…Some previous researches have found that high-frequency words are important. Recent research of Noreillie et al (2018) has revealed that knowing the first 1.000 and the second 1.000 most frequent word-family is crucial for L2 learners because they equal 91% and 97% coverage of a text. Peters and Webb (2018) have stated that when someone wants to understand 90% of the running words in the documentary, he/she needs to have 90% coverage of the most frequent 2.000 words.…”

Section: Introductionmentioning

confidence: 99%

Indonesian EAP Students’ Vocabulary Level and Size: An Empirical Investigation

Siregar

2020

Lingua Cultura

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The research aimed to know to what extent Indonesian English for Academic Purposes (EAP) students master high and midfrequency words (4.000-5.000). Besides, it aimed to know the vocabulary size of Indonesian EAP students. To fill the gap, the research examined 128 Indonesian EAP students from two private universities in Indonesia. To gather its data, the research employed the Vocabulary Level Test of Webb, Sasao, & Ballance, and the Vocabulary Size Test of Nation and Beglar. The research findings indicate that the participants have not yet mastered the high-frequency words and the mid frequency words from 4.000-5.000 word-families. The finding also reveals that the mean scores of the students’ vocabulary range between 6.000 and 10.000. It implies that the previous learning of the participants has not yet facilitated them to learn important vocabulary from 1.000 to 5.000 word-families. Thus, although they have a big vocabulary size, they might face problems when trying to understand some texts. The research findings are expected to increase English teachers’ awareness in general and EAP teachers’ awareness specifically of the importance of facilitating their students to learn high-frequency words.

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“…For instance, if students know 95 out of the 100 running words in a given text, the lexical coverage figure would be 95%. In recent years, the relationship between lexical coverage and listening comprehension has been the focus of many studies (e.g., Staehr, 2009;van Zeeland and Schmitt, 2013;Noreillie et al, 2018;Giordano, 2021). Findings from these studies typically suggest contrasting lexical thresholds for adequate listening comprehension.…”

Section: Lexical Coverage and Listening Comprehensionmentioning

confidence: 99%

Incidental vocabulary acquisition from listening to English teacher education lectures: A case study from Macau higher education

2022

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Some proponents of higher education English as a medium of instruction (EMI) have suggested listening to English lectures provides students the opportunity to incidentally acquire unknown words. A case study was designed to examine this assumption. First, the lexical profiles of 27 Introduction to English Language Teaching first-year undergraduate course lectures were computed to determine how many words students need to know for comprehension. Then an incoming year-1 undergraduate student with an English vocabulary size of 7,500 word families and mastery of the most frequent 3,000 word families listened to these lectures across 13.5 weeks with the purpose of measuring incidental acquisition gains of three aspects of word knowledge for ten targeted words. Lastly, the student’s perceptions about listening to EMI lectures and potentials for this listening inducing incidental acquisition of word knowledge were gathered through a semi-structured interview. The lexical profiling of the entire corpus showed students need knowledge of the most frequent 4,000 English word families plus proper nouns and marginal words for 98% lexical coverage; however, some lectures present students with a more substantial lexical burden than the lectures overall. The student made the most gains in receptive meaning, followed by receptive form, and finally productive meaning. Content analysis of the interview transcript found seven themes representing the student’s perception about listening to EMI lectures and their potential for inducing incidental vocabulary acquisition. While the student found listening to the EMI lectures challenging, he perceived the process as useful in preparing for university studies and a career as a secondary English teacher. The student perceived attention, topic, existing vocabulary knowledge, lecturer’s native language, and lack of interaction with the lecturer to have moderated incidental learning of vocabulary through listening to English lectures. These results indicate a need to confirm whether incoming students’ vocabulary knowledge meet the lexical demands of the EMI lectures given in the Macau context. Furthermore, pedagogical training on teacher talk strategies and orientation training for incoming students should both be provided to ensure students are receiving high quality instruction.

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Vocabulary knowledge and listening comprehension at an intermediate level in English and French as foreign languages

Cited by 36 publications

References 15 publications

Learning vocabulary with the support of sustained exposure to captioned video: do proficiency and aptitude make a difference?

Learning vocabulary with the support of sustained exposure to captioned video: do proficiency and aptitude make a difference?

Indonesian EAP Students’ Vocabulary Level and Size: An Empirical Investigation

Incidental vocabulary acquisition from listening to English teacher education lectures: A case study from Macau higher education

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