Second Language Listening: Listening Ability or Language Proficiency?

By Larry Vandergrift. 2006

226 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/f2fb4441da68bc7cc74d538d4d78b47e771700c1

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

VOCABULARY KNOWLEDGE AND ADVANCED LISTENING COMPREHENSION IN ENGLISH AS A FOREIGN LANGUAGE (2009, background): “Some additional factors have been shown to be the following: fi rst language (L1) listening ability (Vandergrift, 2006 ), text type (Shohamy & Inbar, 1991 ), background knowledge and topic familiarity (e.g., Schmidt-Rinehardt, 1994 ), and purpose of listening (e.g., whether learners listen for…”
Recent developments in second and foreign language listening comprehension research (2007, background): “Results of a recent study on this question for L2 listening (Vandergrift 2006) indicated that L1 listening ability and L2 proficiency together could explain about 39% of the common variance in L2 listening ability, L2 proficiency explaining about 25% and L1 listening ability about 14%.”
Supporting Young Children’s Vocabulary Growth: The Challenges, the Benefits, and Evidence-Based Strategies (2011, background): “Effective instruction draws on the sum of ELLs’ experiences in listening, speaking, reading, and writing as a whole for their literacy growth (Vandergrift 2006).”
Language awareness and second language pronunciation: a classroom study (2010, unknown): “The idea of a threshold of ability is not new: similar explanations have been put forth for L2 reading (e.g. Cziko, 1980) and listening (e.g. Vandergrift, 2006).”
The Routledge handbook of English language teaching (2018, background): “Languages such as English or Spanish, as well as any other symbolic system (such as mathematics and music), are symbolic cultural artefacts; they are both content and tools for thinking processes in human beings.”
Explaining listening comprehension among L2 learners of English: the contribution of general language proficiency, vocabulary knowledge and metacognitive awareness (2017, background): “As Vandergrift (2006) points out, we need more studies which disentangle the contribution of language-specific knowledge (e.g. vocabulary and general language proficiency) and general knowledge about listening (e.g. metacognitive knowledge) so that the relative contribution of each learner variable…”
Issues in Second Language Listening Comprehension and the Pedagogical Implications (2012, background): “Metacognitive knowledge is useful to develop rapid word recognition ability, because the learners make use of context and other compensatory strategies to make sense of the aural form of a word (Vandergrift, 2006).”