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Individual differences in L2 listening proficiency revisited: Roles of form, meaning, and use aspects of phonological vocabulary knowledge

Saito, Kazuya; Uchihara, Takumi; Takizawa, Kotaro; Suzukida, Yui; (2023) Individual differences in L2 listening proficiency revisited: Roles of form, meaning, and use aspects of phonological vocabulary knowledge. Studies in Second Language Acquisition 10.1017/s027226312300044x. (In press). Green open access

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Abstract

The present study revisits the differential roles of form, meaning, and use aspects of phonological vocabulary knowledge in L2 listening proficiency. A total of 126 Japanese English-as-a-foreign-language listeners completed the TOEIC Listening test, working memory and auditory processing tests, the Metacognitive Awareness Listening Questionnaire, and several tasks designed to tap into three broad aspects of phonological vocabulary knowledge: (1) the ability to access phonological forms without any orthographic cues (phonologization), (2) the ability to recognize words regardless of the talker (generalization), and (3) the ability to determine the semantic and collocational appropriateness of words in global contexts in a fast and stable manner (automatization). Whereas the perceptual, cognitive, and metacognitive variables made relatively small contributions to L2 listening proficiency (0.4%–21.3%), the vocabulary factors explained a large amount of the variance (77.6%) in the full regression model (R2 = .507). These large lexical effects uniquely derived from the three different aspects of phonological vocabulary knowledge—automatization (55.3%), phonologization (20.8%), and generalization (1.5%). The findings suggest that successful L2 listening skill acquisition draws on not only various levels of phonological form-meaning mapping (phonologization, generalization) but also the spontaneous and robust retrieval of such vocabulary knowledge in relation to surrounding words (automatization).

Type: Article
Title: Individual differences in L2 listening proficiency revisited: Roles of form, meaning, and use aspects of phonological vocabulary knowledge
Open access status: An open access version is available from UCL Discovery
DOI: 10.1017/s027226312300044x
Publisher version: https://doi.org/10.1017/S027226312300044X
Language: English
Additional information: This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0), which permits unrestricted re-use, distribution and reproduction, provided the original article is properly cited.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10179170
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