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THE ROLE OF VOCABULARY KNOWLEDGE IN LISTENING COMPREHENSION
Teshaboyeva Nafisa Zubaydulla qizi
Jizzakh branch of the National University of Uzbekistan
named after Mirzo Ulug’bek
Scientific advisor: The faculty of psychology, the department of Foreign languages:
Philology and teaching languages: English
Amirova Xurshida Abduaziz qizi
Student of group 101-23
https://doi.org/10.5281/zenodo.14169893
Annotation.
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.
Keywords:
Vocabulary learning; proficiency; listening; instruction; Sharwood Smith,
1991) and hence noticing (Schmidt, 1990)and thence vocabulary learning (Laufer, 2005).
Introduction:
The extent to which vocabulary knowledge can be acquired through
listeninghas received less research attention than is the case for reading. A commonthread
running through the literature, however, is, first, that levels of vocabu-lary learning from
listening are typically much lower than
for reading (Brown,Waring, & Donkaewbua, 2008;
Vidal, 2011); and, second, that listening maydevelop what van Zeeland and Schmitt (2013a) call
the earlier-acquired aspectsof vocabulary knowledge, such as form recognition, rather than
“high levels of knowledge” (p. 609), such as meaning recognition and recall. Amounts oflearning
through listening may also depend on learners’ level of proficiency, inthe form of either general
proficiency, prior vocabulary knowledge, or specif-ically listening proficiency. For example,
Vidal (2011), in a study comparingincidental vocabulary learning by university-level L2
learners through bothreading and listening, found that for pretest to posttest gains, the higher
learn-ers’ general proficiency level was, the smaller was the difference between gainsmade
from reading and gains made from listening. Lower proficiency learners, especially at the very
lowest levels of proficiency, retained very few words fromthe spoken input (fewer than from
reading), possibly, according to Vidal, because they were hampered by difficulties in
segmenting words from the speechstream, rendering attention to vocabulary problematic.
Background Literature:
These somewhat contradictory findings may result from the more complex relationship between
vocabulary knowledge and listening comprehension compared with vocabulary knowledge and
reading, with implications for how important vocabulary knowledge is for vocabulary learning
through listening. First, a wide range of correlations between vocabulary knowledge and listening has
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been found in previous research, varying between r = 0.209 to r = 0.941 in an unpublished meta-
analysis of 26 studies between 2000 and 2018 (Smith, 2019). This range may reflect differences
across studies in how vocabulary knowledge has been measured. Commentators such as Stæhr (2009)
argue that aural vocabulary tests should be used rather than written tests in explorations of the
relationship, a view supported empirically by Cheng and Matthews (2018)
On Listening Comprehension
:
Aural comprehension establishes a base for the development of oral language within the speech
chain of listening and speaking (Denes & Pinson, 1993, as cited in Morley, 2001). Morley (2001)
stresses the importance of listening comprehension with the claim that “listening comprehension
lessons are a vehicle for teaching elements of grammatical structure and allow new vocabulary items
to be contextualized within a div of communicative discourse” (p. 70). Listening comprehension is
also seen as the primary channel for language input and acquisition (Peterson, 2001) providing the
learners with both linguistic and non-linguistic sources. Thus, helping them construct meaning
through these sources to identify the phonological, lexical, syntactic, semantic and pragmatic
knowledge as well as the knowledge of the content, topic or general knowledge of the world (Rost,
2002). On the other hand, as Rost (2002) states, word segmentation and recognition form the basis of
spoken language comprehension which implies that if the learners are not able to recognize a certain
number of words in the input, they will fail to construct meaningful representations of any text. As a
result, they might be deprived of any access to relevant contextual information. However, as Stæhr
(2009) states, “knowledge of a word is no guarantee that the word will actually be recognized in
continuous speech. Moreover, recognizing most of the words in the input, does not guarantee
comprehension, as many other factors also affect L2 comprehension” (p. 581). These additional
factors are first language listening ability (Vandergrift, 2006), text type (Shohamy & Inbar, 1991),
background knowledge and topic familiarity (Schmidt-Rinehardt, 1994) and purpose of listening.
Therefore, it is important to note the following points; research on listening comprehension shows
that any listening comprehension test should cover a wide range of topics and text types; the
background knowledge of the learners is to be considered while preparing a listening text and,
thereby, the listening construct needs to be defined.
Methods:
Step 1: Vocabulary
In Step 1, educators select vocabulary to teach. Hadley and Burke (2021) suggest that
educators teach words that may be difficult for children to learn from exposure alone; are
conceptually related; are moderate in difficulty, useful, and related to a theme; and are selected
with individual learner characteristics in mind. Often, an early childhood curriculum will
specify a set of vocabulary specific to the theme that includes words most preschoolers are
unlikely to know; these are often called tier 2 words within one commonly used framework for
selecting vocabulary (Beck et al., 2002.
Step 2: Identify Classroom Activities
In Step 2, educators identify classroom activities for teaching vocabulary. Everyday
experiences in early childhood classrooms include: (a) planned, (b) child-directed, and (c)
routine activities (Johnson et al., 2015). Planned activities, such as an art project or small group
early literacy lesson, have specific steps and would not occur without adult planning and
facilitation.
Step 3: Identify Teaching Strategies
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In Step 3, educators identify strategies for teaching target vocabulary across activities (see
Table 2). Once educators select target vocabulary and identify activities, they can intentionally
teach those vocabulary across activities through a variety of strategies including modeling
(verbally stating the target vocabulary while pairing the statement with an object or action)
and expansions (adding a word or words to what a child says) (Vanderbilt KidTalk. [n.d.]).
When focusing on nouns and adjectives, this might include placing specific materials within
centers during choice time. When focusing on verbs and adverbs, educators might engage in
specific actions or activities to model the verb.
Step 4: Deliver Instruction and Collect Data
In Step 4, educators deliver instruction and collect data. As educators deliver vocabulary
instruction for all children in their classroom, they should use strategies to create a language
rich environment and to teach specific target vocabulary words (see Fig.
). In addition,
educators should monitor all children’s progress toward learning target vocabulary by
collecting data.
CONCLUSION:
The acquisition of vocabulary is arguably the most critical component of
successful language Learning. Until recently, however, it has been difficult to determine the
most important Phrases and words needed to establish a suitable vocabulary for
conducting conversationmost effectively. The task at hand, therefore, is to talk this new
information and apply it in The classroom. Since there are so many things to learn about to
teach piece of Vocabulary (meaning, spoken/written forms, collocations, connotations,
grammar etc.) it is Important that we as teachers only introduce a little at a time, starting with
the most frequent, Useful, and less frequent uses of oʻpreviously learned items. This paper tries
to give them some Techniques and methods to build ESL learner‟s knowledge of vocabulary.
Based on the results of the pre-questionnaire and the vocabulary pre-test it can be seen That
students encounter many difficulties in learning vocabulary. Besides, although English News is
available on a lot of social media, many students rarely listen to English News to learn
vocabulary.
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Teshaboyeva Nafisa Zubaydullayevna “Teaching vocabulary in ESL classroom”
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