Recognition of high frequency words from speech as a predictor of L2 listening comprehension

By J. Matthews, Junyu Cheng. 2015

123 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/a9c0945e0c51912439ecbb15bcc648d8a6d1805f

How researchers see this paper

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

In Artificial Intelligence

1. Junyu Cheng
2. J. Matthews
3. Jeanine Treffers-Daller
4. Yun Wang

In Developmental and Educational Psychology

1. Junyu Cheng
2. J. Matthews
3. Jeanine Treffers-Daller
4. Yun Wang

In Language and Linguistics

1. Junyu Cheng
2. J. Matthews
3. Jeanine Treffers-Daller
4. Yun Wang

Citations in the corpus

• The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading (2018, methodology): “Matthews and Cheng (2015) investigated the strength of association between knowledge of high-frequency L2 words presented in the phonological form and L2 listening comprehension.”
• Explaining listening comprehension among L2 learners of English: the contribution of general language proficiency, vocabulary knowledge and metacognitive awareness (2017, background): “While A_Lex measures recognition of isolated words, Matthews and Cheng (2015) studied word recognition from connected speech (WRS) and listening comprehension.”
• The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis (2020, unknown): “…VK can also be demonstrated by its correlation with L2 reading (e.g. Alderson, 2005; Jeon & Yamashita, 2014; Lervåg & Aukrust, 2010) and listening (Andringa et al., 2012; Matthews, 2018; Matthews & Cheng, 2015; McLean, Kramer, & Beglar, 2015; Vandergrift & Baker, 2015; Vandergrift & Baker, 2018).”