Aural vs. Written Vocabulary Instruction: Effects on Listening Comprehension in Second Language Learning

Аннотация

This study explores the effects of aural and written vocabulary instruction on second language (L2) listening comprehension. With the increasing importance of listening comprehension in second language acquisition, understanding the role of vocabulary instruction in enhancing listening skills is crucial. This study involved two groups of intermediate- level L2 learners, one receiving aural vocabulary instruction and the other receiving written vocabulary instruction. Pre- and post-test measures of listening comprehension were employed to assess the impact of each instruction method. The results revealed that both types of vocabulary instruction significantly improved listening comprehension, with aural vocabulary instruction showing slightly better outcomes. These findings suggest that incorporating diverse vocabulary instruction methods may lead to more effective listening comprehension outcomes in L2 learning contexts. Keywords: Aural vocabulary, written vocabulary, second language, listening comprehension, vocabulary instruction, language acquisition. Introduction: Listening comprehension is an essential component of second language (L2) acquisition, as it allows learners to interpret and understand spoken language in real-life contexts. While various factors European International Journal of Pedagogics 01 https://eipublication.com/index.php/eijp European International Journal of Pedagogics contribute to the development of listening as well as example sentences and dialogues. The comprehension skills, vocabulary knowledge plays a participants in the aural group were instructed to listen crucial role. Research suggests that limited vocabulary to these recordings and practice the pronunciation, knowledge is often one of the primary barriers to meaning, and usage of the words. effective listening comprehension in L2 learners For the written vocabulary instruction group, printed (Vandergrift & Goh, 2012). Consequently, vocabulary materials with the vocabulary items and their instruction has gained prominence in second language definitions were provided. In addition, example pedagogy. sentences and contextual information were included, Vocabulary instruction can take various forms, with the but the focus was on visual exposure to the words most common being aural and written methods. Aural through reading and writing exercises. The participants vocabulary instruction involves the presentation of in this group were tasked with reading the materials and words and phrases through listening activities, while completing vocabulary exercises, including fill-in-the- written vocabulary instruction focuses on visual blank and matching tasks. exposure to words through reading or written Procedure exercises. Previous research has indicated that both The study employed a pre-test and post-test design to aural and written vocabulary instruction contribute to measure the effects of the vocabulary instruction on language learning, yet little has been done to compare listening comprehension. The pre-test, administered at their specific impacts on listening comprehension. the beginning of the study, assessed participants' Given the importance of listening in L2 baseline listening comprehension skills. It consisted of a communication, it is essential to investigate whether 30-minute listening test in which participants listened to one method of vocabulary instruction leads to better a series of short dialogues and answered listening comprehension outcomes than the other. comprehension questions based on what they had This study aims to explore the effects of aural and heard. written vocabulary instruction on L2 listening Following the pre-test, the participants were divided comprehension. By investigating the effectiveness of into two groups: the aural vocabulary instruction group both methods, the study seeks to contribute to the and the written vocabulary instruction group. Both broader understanding of how vocabulary instruction groups received a one-week vocabulary training session, can enhance L2 learners' ability to understand spoken consisting of daily 45-minute lessons. The aural group language. engaged in listening activities that involved listening to METHODS vocabulary items in context, repeating them aloud, and Participants answering questions based on the content of the recordings. The written group, on the other hand, The participants of this study were 60 intermediate- studied the vocabulary items using printed materials, level adult learners of English as a second language completing exercises focused on word meaning and (ESL) enrolled in a language school in London. The usage. participants were divided into two groups: one group received aural vocabulary instruction, and the other After one week of vocabulary instruction, the post-test received written vocabulary instruction. All was administered. This test was identical to the pre-test participants had been learning English for at least two but contained a ne