THE ROLE OF VOCABULARY KNOWLEDGE IN LISTENING COMPREHENSION

Abstract:

This article aims to help learners to gain a wide range of vocabulary knowledge is a fundamentalissue for improving their general language proficiency globally, and no less soin classes teaching English as a foreign language (EFL) in China (Silver,Hu, & Iino, 2002). Discussion often focuses on the comparative merits ofintentional learning and of incidental learning, where learners unintentionally“pick up” vocabulary knowledge when they are focused on understanding themeaning of the language input (Hulstijn, 2001). Whereas vocabulary gains tendto be smaller for the latter (Laufer & Girsai, 2008), perhaps because learners’attention is on global meaning rather than on individual vocabulary items,pedagogical activities can be used alongside a focus on meaning to enhance thesalience of items (Sharwood Smith, 1991) and hence noticing (Schmidt, 1990)and thence vocabulary learning (Laufer, 2005).Listening proficiency, and instructional conditions, factors useful to bear inmind when planning activities to enhance vocabulary learning through listening.