Exploring the impact of individual differences in aural vocabulary knowledge, written vocabulary knowledge and working memory capacity on explaining L2 learners’ listening comprehension

References

Alloway, T. & R. Alloway. 2013. The working memory advantage: Train your brain to function stronger, smarter, faster. New York: Simon & Schuster, Inc.10.4324/9780203094600Search in Google Scholar

Andringa, S., N. Olsthoorn, C. van Beuningen, R. Schoonen & J. Hulstijn. 2012. Determinants of success in native and non-native listening comprehension: an individual differences approach. Language Learning 62. 49–78.10.1111/j.1467-9922.2012.00706.xSearch in Google Scholar

Baddeley, A. 2003. Working memory and language: an overview. Journal of Communication Disorder 36(3). 189–208.10.1016/S0021-9924(03)00019-4Search in Google Scholar

Baddeley, A. 2010. Working memory. Current Biology 20(4). R136–R140.10.1016/j.cub.2009.12.014Search in Google Scholar

Bonk, W. 2000. Second language lexical knowledge and listening comprehension. International Journal of Listening 14. 14–31.10.1080/10904018.2000.10499033Search in Google Scholar

Buck, G. 2001. Assessing listening. Cambridge: Cambridge University Press.10.1017/CBO9780511732959Search in Google Scholar

Cheng, J. & J. Matthews. 2018. The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading. Language Testing 35(1). 3–25.10.1177/0265532216676851Search in Google Scholar

Conway, A. R., C. Jarrold, M. J. Kane, A. Miyake & J. N. Towse. 2008. Variation in working memory: An introduction. In A. R. Conway, C. Jarrold, M. J. Kane, A. Miyake & J. N. Towse (eds.), Variation in working memory, 3–17. Oxford: Oxford University Press.10.1093/acprof:oso/9780195168648.003.0001Search in Google Scholar

Conway, A. R., M. J. Kane, M. F. Bunting, D. Z. Hambrick, O. Wilhelm & R. W. Engle. 2005. Working memory span tasks: A methodological review and user’s guide. Psychonomic Bulletin & Review 12(5). 769–786.10.3758/BF03196772Search in Google Scholar

Daneman, M. & P. A. Carpenter. 1980. Individual differences in working memory and reading. Journal of Verbal Learning & Verbal Behaviour 19. 450–466.10.1016/S0022-5371(80)90312-6Search in Google Scholar

Daneman, M. & P. M. Merikle. 1996. Working memory and language comprehension: A meta-analysis. Psychonomic Bulletin & Review 3. 422–433.10.3758/BF03214546Search in Google Scholar

De Beni, R. & P. Palladino. 2000. Intrusion errors in working memory tasks: are they related to reading comprehension ability? Learning and Individual Differences 12. 131–143.10.1016/S1041-6080(01)00033-4Search in Google Scholar

Des Brisay, M. 1995. Practical considerations in the construction of program specific ESL tests: the CanTEST story. In R. Courchˆene, S. Burger, C. Cornaire, R. LeBlanc, S. Paribakht & H. S´Eguin (eds.), Twenty-five years of second language teaching at the University of Ottawa, 260–268. Ottawa, Canada: Second Language Institute.Search in Google Scholar

Field, A. 2013. Discovering statistics using IBM SPSS statistics. Los Angeles etc: Sage.Search in Google Scholar

Graham, S. 2011. Self-efficacy and academic listening. Journal of English for Academic Purposes 10. 113–117.10.1016/j.jeap.2011.04.001Search in Google Scholar

Graham, S., D. Santos & R. Vanderplank. 2008. Strategy clusters and sources of knowledge in French L2 listening comprehension. Innovation in Language Learning and Teaching 4. 1–20.10.1080/17501220802385866Search in Google Scholar

Harrington, M. & M. Carey. 2009. The on-line Yes/No test as a placement tool. System 37. 614–626.10.1016/j.system.2009.09.006Search in Google Scholar

Harrington, M. & M. Sawyer. 1992. L2 working memory capacity and L2 reading skill. Studies in Second Language Acquisition 14. 25–38.10.1017/S0272263100010457Search in Google Scholar

Hulstijn, J. H. 2003. Connectionist models of language processing and the training of listening skills with the aid of multimedia software. Computer Assisted Language Learning 16. 413–425.10.1076/call.16.5.413.29488Search in Google Scholar

Imhof, M. 2018. Listening span tests. In D. L. Worthington & G. D. Bodie (eds.), The sourcebook of listening research: Methodology and measures, 394–401. Hoboken, NJ: John Wiley & Sons, Inc.10.1002/9781119102991.ch41Search in Google Scholar

Juffs, A. & M. Harrington. 2011. Aspects of working memory in L2 learning. Language Teaching 44. 137–166.10.1017/S0261444810000509Search in Google Scholar

Just, M. A. & P. A. Carpenter. 1992. A capacity theory of comprehension. Psychological Review 99. 122–149.10.1037/0033-295X.99.1.122Search in Google Scholar

Kormos, J. & A. Sáfár. 2008. Phonological short-term memory, working memory and foreign language performance in intensive language learning. Bilingualism: Language and Cognition 11. 261–271.10.1017/S1366728908003416Search in Google Scholar

Linck, J. A., P. Osthus, J. T. Koeth & M. F. Bunting. 2014. Working memory and second language comprehension and production: A meta-analysis. Psychonomic Bulletin & Review 21(4). 861–883.10.3758/s13423-013-0565-2Search in Google Scholar

Mackey, A., R. Adams, C. Stafford & P. Winke. 2010. Exploring the relationship between modified output and working memory capacity. Language Learning 60. 501–533.10.1111/j.1467-9922.2010.00565.xSearch in Google Scholar

Masrai, A. & J. Milton. 2012. The vocabulary knowledge of university students in Saudi Arabia. TESOL Arabia Perspectives 19(3). 13–20.Search in Google Scholar

Masrai, A. & J. Milton. 2017. Recognition vocabulary knowledge and intelligence as predictors of academic achievement in EFL context. TESOL International Journal 12(1). 128–142.Search in Google Scholar

Matthews, J. & J. Cheng. 2015. Recognition of high frequency words from speech as a predictor of L2 listening comprehension. System 52. 1–13.10.1016/j.system.2015.04.015Search in Google Scholar

Matthews, J., J. Cheng & J. M. O’Toole. 2015. Computer-mediated input, output and feedback in the development of L2 word recognition from speech. ReCALL 27. 321–339.10.1017/S0958344014000421Search in Google Scholar

Matthews, J. & J. M. O’Toole. 2013. Investigating an innovative computer application to improve L2 word recognition from speech. Computer Assisted Language Learning 28. 364–382.10.1080/09588221.2013.864315Search in Google Scholar

Meara, P. & J. Milton. 2003. X_Lex, The Swansea levels test. Newbury, UK: Express.Search in Google Scholar

Mecartty, F. 2000. Lexical and grammatical knowledge in reading and listening comprehension by foreign language learners of Spanish. Applied Language Learning 11. 323–348.Search in Google Scholar

Milton, J. 2009. Measuring second language vocabulary acquisition. Bristol: Multilingual Matters.10.21832/9781847692092Search in Google Scholar

Milton, J. & N. Hopkins. 2005. Aurallex. Swansea, UK: Swansea University.Search in Google Scholar

Milton, J. & N. Hopkins. 2006. Comparing phonological and orthographic vocabulary size: Do vocabulary tests underestimate the knowledge of some learners?. Canadian Modern Language Review 63(1). 127–147.10.3138/cmlr.63.1.127Search in Google Scholar

Milton, J., J. Wade & N. Hopkins. 2010. Aural word recognition and oral competence in a foreign language. In R. Chacon-Beltran, C. Abello-Contesse & M. Torreblanca-Lopez (eds.), Further insights into non-native vocabulary teaching and learning, 83–98. Bristol: Multilingual Matters.10.21832/9781847692900-007Search in Google Scholar

Miyake, A. & N. P. Friedman. 1998. Individual differences in second language proficiency: Working memory as language aptitude. In A. F. Healy & L. E. Bourne (eds.), Foreign language learning: Psycholinguistic studies on training and retention, 339–364. Mahwah, NJ: Erlbaum.Search in Google Scholar

Mochida, k. & M. Harrington. 2006. The Yes/No test as a measure of receptive vocabulary knowledge. Language Testing 23(1). 73–98.10.1191/0265532206lt321oaSearch in Google Scholar

Murray, L. L. 2004. Cognitive treatments for aphasia: Should we and can we help attention and working memory problems?. Journal of Medical Speech-Language Pathology 12(3). xxv-xi.Search in Google Scholar

Murray, L. L., A. E. Ramage & A. Hopper. 2001. Memory impairments in adults with neurogenic communication disorders. Seminars in Speech and Language 22(2). 127–136.10.1055/s-2001-13937Search in Google Scholar

Nadig, A. 2013. Listening Comprehension. In F. R. Volkmar (ed.), Encyclopedia of autism spectrum disorders, 1743–1743. New York, NY: Springer New York.Search in Google Scholar

Nation, I. S. P. 2006. How large a vocabulary is needed for reading and listening?. Canadian Modern Language Review 63(1). 59–81.10.3138/cmlr.63.1.59Search in Google Scholar

Nouwens, S., M. A. Groen & L. Verhoeven. 2017. How working memory relates to children’s reading comprehension: the importance of domain-specificity in storage and processing. Reading and Writing 30(1). 105–120.10.1007/s11145-016-9665-5Search in Google Scholar

Payne, T. W., Z. Kalibatseva & M. K. Jungers. 2009. Does domain experience compensate for working memory capacity in second language reading comprehension?. Learning and Individual Differences 19. 119–123.10.1016/j.lindif.2008.05.003Search in Google Scholar

Read, J. 1998. Validating a test to measure depth of vocabulary knowledge. In A. Kunnan (ed.), Validation in language assessment, 41–60. Mahwah, NJ: Lawrence Erlbaum.Search in Google Scholar

Read, J. 2000. Assessing vocabulary. Cambridge: Cambridge University Press.10.1017/CBO9780511732942Search in Google Scholar

Rubin, J. 1994. A review of second language listening comprehension research. The Modern Language Journal 78. 199–221.10.1111/j.1540-4781.1994.tb02034.xSearch in Google Scholar

Sagarra, N. 2007. From CALL to face-to-face interaction: The effect of computer-delivered recasts and working memory on L2 development. In A. Mackey (ed.), Conversational interaction in second language acquisition: A series of empirical studies, 101–121. Oxford, UK: Oxford University Press.Search in Google Scholar

Schmitt, N., D. Schmitt & C. Clapham. 2001. Developing and exploring the behaviour of two new versions of the vocabulary levels test. Language Testing 18. 55–88.10.1177/026553220101800103Search in Google Scholar

Skehan, P. 2002. Theorising and updating aptitude. In P. Robinson (ed.), Individual differences and instructed language learning, 69–95. Philadelphia: John Benjamins.10.1075/lllt.2.06skeSearch in Google Scholar

Stæhr, L. S. 2008. Vocabulary size and the skills of listening, reading and writing. Language Learning Journal 36. 139–152.10.1080/09571730802389975Search in Google Scholar

Staehr, L. S. 2009. Vocabulary knowledge and advanced listening comprehension in English as a foreign language. Studies in Second Language Acquisition 31. 577–607.10.1017/S0272263109990039Search in Google Scholar

Swanson, H.L & V. Berninger. 1995. The role of working memory in skilled and less skilled reader’s comprehension. Intelligence 21. 83–108.10.1016/0160-2896(95)90040-3Search in Google Scholar

Tang, C. & J. Treffers-Daller. 2016. Assessing incidental vocabulary learning by Chinese EFL learners: Testing the involvement load hypothesis. In G. Yu & Y. Yin (eds.), Assessing Chinese learners of English: Language constructs, consequences and conundrums, 121–148. London: Palgrave.10.1057/9781137449788_7Search in Google Scholar

Van Zeeland, H. & N. Schmitt. 2013. Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension?. Applied Linguistics 34. 457–479.10.1093/applin/ams074Search in Google Scholar

Vandergrift, L. & S. Baker. 2015. Learner variables in second language listening comprehension: An exploratory path analysis. Language Learning 65. 390–416.10.1111/lang.12105Search in Google Scholar

Vandergrift, L., C. C. M. Goh, C. J. Mareschal & M. H. Tafaghodtari. 2006. The metacognitive awareness listening questionnaire: Development and validation. Language Learning 56. 431–462.10.1111/j.1467-9922.2006.00373.xSearch in Google Scholar

Vandergrift, L. & M. H. Tafaghodtari. 2010. Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning 60. 470–497.10.1111/j.1467-9922.2009.00559.xSearch in Google Scholar

Wang, Y. & J. Treffers-Daller. 2017. Explaining listening comprehension among L2 learners of English: The contribution of general language proficiency, vocabulary knowledge and metacognitive awareness. System 65. 139–150.10.1016/j.system.2016.12.013Search in Google Scholar

Wright, H. H. & G. Fergadiotis. 2012. Conceptualizing and measuring working memory and its relationship to aphasia. Aphasiology 26(3-4). 258–278.10.1080/02687038.2011.604304Search in Google Scholar

Zuo, J. 2013. A study on the effect of schemata and language proficiency on EFL listening comprehension. Overseas English 102–103 January.Search in Google Scholar

Zuo, X. 2013. The relevant research on English listening comprehension strategies and listening levels). Disciplines Exploration 50–51 July.Search in Google Scholar