VOCABULARY KNOWLEDGE AND ADVANCED LISTENING COMPREHENSION IN ENGLISH AS A FOREIGN LANGUAGE

By Lars Stenius Stæhr. Studies in Second Language Acquisition, 2009

404 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/bba57151b9164394ac1eb1a06cf3cb619aa26388

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. E. Peters
2. Stuart Webb
3. Junyu Cheng
4. J. Matthews
5. Stuart Mclean
6. F. Boers
7. Brandon Kramer
8. Tineke Brunfaut

In Developmental and Educational Psychology

1. Masatoshi Sato
2. Kazuya Saito
3. E. Peters
4. Stuart Webb
5. C. Muñoz
6. Andrea Révész
7. R. Lyster
8. Junyu Cheng

In Language and Linguistics

1. Masatoshi Sato
2. Kazuya Saito
3. E. Peters
4. R. Lyster
5. Stuart Webb
6. C. Muñoz
7. Andrea Révész
8. J. Matthews

Citations in the corpus

• The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading (2018, background): “Stæhr (2009) investigated the relationship between vocabulary knowledge and listening comprehension of a cohort of 115 advanced Danish EFL learners.”
• INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING (2018, background): “Learners with a larger vocabulary size tend to understand reading and listening texts better than learners with a smaller vocabulary size (Laufer & Ravenhorst-Kalovski, 2010; Noreillie, Kestemont, Heylen, Desmet, & Peters, 2018; Schmitt, Jiang, & Grabe, 2011; Stæhr, 2009).”
• Introducing LexTALE: A quick and valid Lexical Test for Advanced Learners of English (2011, background): “Proficiency certainly entails many higher-order skills, but vocabulary knowledge should surely be a part of it too (see, e.g., Qian, 2002, and Stæhr, 2009, for the relationship between vocabulary knowledge and reading or listening comprehension).”
• The creation and validation of a listening vocabulary levels test (2015, background): “…that research has shown that 98% coverage is sufficient for comprehending informal narratives (van Zeeland & Schmitt, 2012) and academic speech (Stæhr, 2009), the LVLT can be used to estimate learners’ knowledge of lexis at particular word-frequency levels to determine if they have the…”
• Issues in Second Language Listening Comprehension and the Pedagogical Implications (2012, background): “Stahr (2009) found that vocabulary size and depth of vocabulary knowledge are both significantly correlated with listening comprehension and asserts that vocabulary size is the basic component of vocabulary knowledge in listening comprehension and that depth of vocabulary knowledge does not play a…”
• Oral corrective feedback in second language classrooms (2012, background): “Recently, this line of research has begun to reveal that L2 vocabulary size is a relatively strong predictor of global L2 skills (Stæhr 2009).”
• The Role of Task and Listener Characteristics in Second Language Listening. (2015, background): “Variables that have been investigated include cognitive factors—for example, working memory (WM) capacity (Andringa, Olsthoorn, van Beuningen, Schoonen, & Hulstijn, 2012; Kormos & S af ar, 2008); awareness of metacognitive strategies (Vandergrift, Goh, Mareschal, & Tafaghodtari, 2006); affective fac”
• The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis (2020, methodology): “For example, Stæhr (2009) reported correlations between L2 listening and two types of VK.”
• Receptive vocabulary size and its relationship to EFL language skills (2018, background): “Testing 115 L1 Danish advanced learners with a listening comprehension test, a vocabulary size test (the VLT) and a vocabulary depth test (a Word Associates test), Staehr (2009) found high correlations between listening comprehension and vocabulary size (0.70) and depth (0.65).”