دورية أكاديمية
Exploring Links between Aural Lexical Knowledge and L2 Listening in Arabic and Japanese Speakers: A Close Replication of Cheng, Matthews, Lange and Mclean (2022)
| العنوان: | Exploring Links between Aural Lexical Knowledge and L2 Listening in Arabic and Japanese Speakers: A Close Replication of Cheng, Matthews, Lange and Mclean (2022) |
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| اللغة: | English |
| المؤلفون: | Joshua Matthews (ORCID |
| المصدر: | TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. 2024 58(1):63-90. |
| الإتاحة: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, English (Second Language), Language Tests, Second Language Learning, Japanese, Arabic, Listening, Aural Learning, Lexicology, College Students |
| مصطلحات جغرافية: | Japan, Saudi Arabia |
| Assessment and Survey Identifiers: | Test of English as a Foreign Language |
| DOI: | 10.1002/tesq.3212 |
| تدمد: | 0039-8322 1545-7249 |
| مستخلص: | Aural lexical knowledge (ALK) is crucial for second language (L2) listening. Despite its importance, there is scant research that has validly explored the relationship between ALK and L2 listening across different English as a Foreign Language (EFL) contexts. In an effort to broaden this research base, the current study closely replicates a previous study, Cheng et al. (2022), which measured single-word ALK, phrasal verb ALK and L2 listening comprehension among participants with Chinese as a first language (L1). The current study administered the same instruments but did so among 147 Japanese and 131 Arabic-speaking English language learners. Results indicated that the capacity of ALK to predict variance in L2 listening for the Japanese group (R[superscript 2] = 0.38) was similar to that observed in the original study (R[superscript 2] = 0.42). However, the results for the Arabic-speaking group were very different to that of the original study and showed an unexpectedly strong relationship between ALK and L2 listening (R[superscript 2] = 0.92). Future research directions and pedagogical implications are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1411389 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0039-8322 1545-7249 |
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| DOI: | 10.1002/tesq.3212 |