Second Language Lexical Knowledge and Listening Comprehension

By W. Bonk. 2000

221 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/39621d59a7d292d37ee0034c654001ae5ef41ad9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Stuart Webb
2. N. Schmitt
3. Lars Stenius Stæhr
4. C. Muñoz
5. E. Peters
6. M. Rodgers
7. Jeanine Treffers-Daller
8. Yun Wang

In Language and Linguistics

1. Stuart Webb
2. N. Schmitt
3. Lars Stenius Stæhr
4. E. Peters
5. C. Muñoz
6. M. Rodgers
7. Jeanine Treffers-Daller
8. Guangwei Hu

Citations in the corpus

• VOCABULARY KNOWLEDGE AND ADVANCED LISTENING COMPREHENSION IN ENGLISH AS A FOREIGN LANGUAGE (2009, background): “However, only a few studies (e.g., Bonk, 2000 ; Kelly, 1991 ) 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.”
• Vocabulary size and the skills of listening, reading and writing (2008, result): “An example of such equivocal results is found in Bonk's ( 2000 ) study of the relationship between knowledge of lexis in listening texts and gist comprehension of the texts.”
• Narrow Viewing: The Vocabulary in Related Television Programs (2011, background): “For listening, the following estimates have been made: below 95% for short texts (Bonk, 2000), greater than 98% for spoken language (Nation, 2006), and 99% for adequate comprehension when listening to graded readers (Donkaewbua, 2007).”
• Explaining listening comprehension among L2 learners of English: the contribution of general language proficiency, vocabulary knowledge and metacognitive awareness (2017, background): “Zuo, 2013), vocabulary knowledge (Bonk, 2000; Staehr, 2009; Vandergrift & Baker, 2015), listening strategy use (Graham, Santos, & Vanderplank, 2008), metacognitive awareness (Vandergrift, Goh, Mareschal, & Tafaghodtari, 2006;”
• Review article: Instructed second language vocabulary learning (2008, background): “Bonk (2000) found no absolute lexical percentage ‘threshold’, but learners who knew less than 80% of the lexical words tested in the target passages almost always had poor comprehension, 43% of those who knew 80–89% achieved good comprehension, while 60% of those who knew more than 90% of the…”
• Exploring the relationship between metacognitive awareness and listening performance with questionnaire data (2014, background): “This may have to do with their lack of vocabulary knowledge (Bonk, 2000) as well as their inability to recognise the sounds of words that they may know in print (Goh, 2000).”
• Receptive vocabulary size and its relationship to EFL language skills (2018, background): “Results by Bonk (2000) with Japanese university learners of English also suggest that higher listening scores are associated with better lexical knowledge. Other studies have tried to determine how large learners’ vocabularies needed to be in order to have a good lexical coverage for comprehension o”