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E-raamat: Vocabulary Knowledge and Listening Performance in English Language Learning: Case Studies in China

  • Formaat: PDF+DRM
  • Ilmumisaeg: 15-Sep-2020
  • Kirjastus: Peter Lang Publishing Inc
  • Keel: eng
  • ISBN-13: 9781433170553
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Vocabulary Knowledge and Listening Performance in English Language Learning: Case Studies in ChinaSuurem pilt
  • Formaat: PDF+DRM
  • Ilmumisaeg: 15-Sep-2020
  • Kirjastus: Peter Lang Publishing Inc
  • Keel: eng
  • ISBN-13: 9781433170553
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"The primary aim of this book is to enhance English as a foreign language (EFL) learners' listening proficient and provide pedagogical implications for vocabulary and listening teaching practice. This book arouses particular attention to mastery of auralvocabulary knowledge to enhancement of listening performance in Chinese context. It provides a comprehensive picture of the role of vocabulary acquisition approaches and strategy practice in listening performance"--

The primary aim of this book is to enhance English as a foreign language (EFL) learners’ listening proficient and provide pedagogical implications for vocabulary and listening teaching practice.



The primary aim of this book is to enhance English as a foreign language (EFL) learners’ listening proficiency and provide pedagogical implications for vocabulary and listening teaching practice. This book gives particular attention to mastery of aural vocabulary knowledge to enhancement of listening performance in Chinese context. It provides a comprehensive picture of the role of vocabulary acquisition approaches and strategy practice in listening performance.

This book 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, it has an added focus on the use of aural vocabulary knowledge tests in detecting the role of vocabulary knowledge in listening comprehension. It highlights 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. Pedagogically, it confirms the significance and necessity of improving both aural and written forms of vocabulary knowledge and focusing on strategy-embedded listening activities in EFL listening education. In this book, each chapter is dedicated to a specific theme in EFL learning and acquisition, providing a China case study dedicated to further development of EFL education.

List of Tables
xi
List of Figures
xv
Preface xvii
Acknowledgments xviii
List of Abbreviations
xxi
Chapter 1 Introduction
1(6)
The Scope of the Study
3(1)
Organization of the Study
3(4)
Chapter 2 Research Review
7(30)
Vocabulary Knowledge and English Language Learning
7(8)
Role of Vocabulary Knowledge in Listening Comprehension
7(5)
Vocabulary Knowledge Incidental Acquisition and Intentional Learning
12(3)
Dimensions of Vocabulary Knowledge
15(2)
Vocabulary Knowledge Tests
17(4)
Listening Comprehension
21(6)
Nature of Listening Comprehension
22(2)
Factors Affecting Listening Comprehension
24(3)
Learning Strategies
27(10)
Vocabulary Learning Strategies
27(1)
Listening Strategies
28(9)
Chapter 3 Research Methodology
37(14)
Initial Research Design
37(1)
Participants
38(3)
Participants in the Quantitative Study
39(1)
Research Design II
40(1)
Participants in the Qualitative study
40(1)
Research Design and Procedures
41(1)
Instruments
42(6)
Written Vocabulary Size Test
43(1)
Written Vocabulary Depth Test
43(1)
Listening Vocabulary Tests
44(1)
TOEFL Listening Test
44(1)
Questionnaire of Vocabulary Learning Strategies
45(1)
Questionnaire of Listening Strategies
46(1)
Semi-Structured Interviews
47(1)
Data Collection
48(1)
Data Analysis
48(3)
Chapter 4 Results and Findings of the Pilot Study
51(24)
Results of the Pilot Study
52(4)
Correlation Analysis
52(1)
Frequency of Learning Strategy Use
53(2)
Correlation Analysis between Strategy Use and Learning Outcomes
55(1)
Semi-Structured Interviews
56(2)
Discussions of the Pilot Study (Research Design I)
58(2)
Introduction of Research Design II
60(1)
Findings in Research Design II of the Pilot Study
61(3)
Summary of the Pilot Study
64(2)
Limitations of the Pilot Study
66(1)
Comparing Aural and Written Vocabulary Measures: A Supplementary Study
67(4)
Major Revisions for the Design of the Main Study
71(4)
Chapter 5 Main Study
75(46)
Overview
75(2)
Research Question One
75(1)
Research Question Two
76(1)
Research Question Three
76(1)
Research Design I
77(19)
Research Question One
77(6)
Research Question Two
83(1)
Research Question Three
84(10)
Summary of Research Design I
94(2)
Research Design II
96(13)
Research Question One
96(6)
Research Question Two
102(3)
Research Question Three
105(4)
Qualitative Study: Semi-Structured Interviews
109(12)
Reports on the Employments of Listening Strategies
111(1)
Reports on the Employment of Vocabulary Learning Strategies
112(9)
Chapter 6 Discussion
121(18)
Role of Vocabulary Knowledge in Listening Comprehension
122(5)
Research Design I
123(1)
Research Design II
124(2)
Summary
126(1)
Comparative Study of the Role of Vocabulary Knowledge in Listening Comprehension in High versus Low EFL Listeners
127(3)
Role of Learning Strategies in Listening Comprehension
130(1)
Meta-cognitive Strategies and Listening Comprehension
131(1)
Learning Strategies and Listening Comprehension
132(1)
Socio-Affective Strategies and Listening Comprehension
133(1)
Qualitative Study: Semi-Structured Interviews
134(5)
Chapter 7 Conclusion
139
Addressing Research Questions and Hypotheses
139(3)
Theoretical Implications
142(1)
Methodological Implications
142(1)
Pedagogical Implications
143(7)
Vocabulary Knowledge and English Language Learning
146(3)
Learning Strategy-Embedded Listening Teaching
149(1)
Limitations of the Study
150(1)
Directions for Future Research
151
Han Dongjing is a senior lecturer in the faculty of Business English at Shenzhen Polytechnic. She received her Doctor of Applied Language Sciences from Hong Kong Polytechnic and is currently pursuing her doctorate in education from the University of Hong Kong.
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