This study intends to investigate the effects of receptive vocabulary breadth and depth on listening comprehension by college students. The experimental results indicate that both the breadth and depth have a signific...This study intends to investigate the effects of receptive vocabulary breadth and depth on listening comprehension by college students. The experimental results indicate that both the breadth and depth have a significant correlation with listening comprehension; vocabulary breadth contributes more to EFL learners＇ listening comprehension. The findings of this study give pedagogical implications for the teaching of listening in China.展开更多
This article reports a study of the effects of inference training and text repetition on Chinese university students＇ performance of two listening information-transfer tasks that provided built-in measures of their c...This article reports a study of the effects of inference training and text repetition on Chinese university students＇ performance of two listening information-transfer tasks that provided built-in measures of their comprehension and opportunities for the acquisition of ten unknown target words embedded in the listening texts. One group just listened to the text once, a second group three times, while the third listened three times and received inference-training support. The results showed that text repetition had a positive effect on both comprehension and vocabulary acquisition. However, the inference-training had no additional effect. The study lends support to the findings of previous studies which have shown that repeated opportunities to process oral input have a positive effect on listening comprehension and extends these studies by showing that it also facilitates incidental vocabulary acquisition.展开更多
基金funded by the Philosophy and Social Science Foundation of Yunnan Province(No.YB2013072)
文摘This study intends to investigate the effects of receptive vocabulary breadth and depth on listening comprehension by college students. The experimental results indicate that both the breadth and depth have a significant correlation with listening comprehension; vocabulary breadth contributes more to EFL learners＇ listening comprehension. The findings of this study give pedagogical implications for the teaching of listening in China.
文摘This article reports a study of the effects of inference training and text repetition on Chinese university students＇ performance of two listening information-transfer tasks that provided built-in measures of their comprehension and opportunities for the acquisition of ten unknown target words embedded in the listening texts. One group just listened to the text once, a second group three times, while the third listened three times and received inference-training support. The results showed that text repetition had a positive effect on both comprehension and vocabulary acquisition. However, the inference-training had no additional effect. The study lends support to the findings of previous studies which have shown that repeated opportunities to process oral input have a positive effect on listening comprehension and extends these studies by showing that it also facilitates incidental vocabulary acquisition.
