Lexical and Grammatical Knowledge in Reading and Listening Comprehension by Foreign Language Learners of Spanish.
By Frances H. Mecartty. 2000
172 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/8b710ec570ad1bf72725aab248785032b79587ff
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Citations in the corpus
- Receptive vocabulary size and its relationship to EFL language skills (2018, background): “Mecartty (2000) tested the influence of lexical and grammatical knowledge on reading and listening in a study with university students of Spanish.”
- Issues in Second Language Listening Comprehension and the Pedagogical Implications (2012, background): “However, Mecartty (2000) states that grammatical knowledge does not contribute significantly to either listening or reading comprehension but vocabulary knowledge plays the important role in L2 listening comprehension ability.”
- Explaining listening comprehension among L2 learners of English: the contribution of general language proficiency, vocabulary knowledge and metacognitive awareness (2017, background): “In the comparisons of the contribution of vocabulary knowledge to listening and reading comprehension, Mecartty (2000) and Mehrpour and Rahimi (2010) do, in fact, reach the same conclusion that vocabulary knowledge influences learners’ performance on reading comprehension more than on listening comp”
- Recent developments in second and foreign language listening comprehension research (2007, background): “Mecartty (2000) also found that vocabulary knowledge emerged as a significant predictor, explaining about 14% of L2 listening ability.”
- VOCABULARY KNOWLEDGE AND ADVANCED LISTENING COMPREHENSION IN ENGLISH AS A FOREIGN LANGUAGE (2009, background): “The notion that there is a difference between the role of vocabulary in reading and in listening is suggested by Mecartty ( 2000 ), who found lexical knowledge to be more highly correlated with reading than with listening in a study of Spanish as a L2.”