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).
Preview |
Text
Saito, Uchihara, Takizawa, & Suzukida (2023) L2 listening proficiency revisited_SSLA.pdf - Published Version Download (626kB) | Preview |
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 |
Archive Staff Only
 |
View Item |
