Abstract Listening comprehension constitutes a considerable challenge for second language learners, but little is known about the relative contribution of individual differences in distinct factors to listening comprehension. Since research in this area is relatively limited in comparison to that focusing on the relationship between reading comprehension and factors such as vocabulary knowledge and working memory, there is a need for studies that seek to fill the gap in our knowledge about the specific contribution of aural vocabulary knowledge, written vocabulary knowledge and working memory capacity to explaining listening comprehension. Among 130 non-native speakers of English, the present study examines what proportion of the variance in listening comprehension is explained by aural vocabulary knowledge, written vocabulary knowledge, and working memory capacity. The results show that aural vocabulary knowledge is the strongest predictor of listening comprehension, followed by working memory capacity, while written vocabulary knowledge contributes only marginally. The study discusses implications for the explanatory power of aural vocabulary knowledge and working memory to listening comprehension and pedagogical practice in second language classrooms.

中文翻译：

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探索听觉词汇知识，书面词汇知识和工作记忆能力中的个体差异对解释二语学习者的听力理解的影响

摘要听力理解对第二语言学习者构成了相当大的挑战，但关于个体差异中个体差异对听力理解的相对贡献知之甚少。由于与专注于阅读理解与诸如词汇知识和工作记忆等因素之间关系的研究相比，该领域的研究相对有限，因此有必要进行一些研究以填补我们对听觉的特殊贡献的空白。词汇知识，书面词汇知识和工作记忆能力来解释听力理解。在130位说英语的非母语人士中，本研究调查了听力词汇差异，书面词汇知识，和工作内存容量。结果表明，听力词汇知识是听力理解的最强预测指标，其次是工作记忆能力，而书面词汇知识的贡献很小。该研究讨论了听力词汇知识和工作记忆对第二语言课堂中听力理解和教学实践的解释能力的意义。