Differences Between Aural and Written Vocabulary Knowledge and Their Contributing Factors:

Focusing on Test Formats and Learning Strategies

Abstract

The purpose of this study was to investigate the differences between aural and written vocabulary knowledge among KOSEN students and to explore how junior high school English vocabulary test formats and learning strategies contribute to these differences. T-test results indicated that KOSEN students scored significantly higher on written vocabulary tests than on aural tests. Multiple regression analysis revealed that prior experience with aural vocabulary tests in junior high school promoted the use of sound-based strategies, which improved aural vocabulary knowledge. These findings suggest the importance of aural vocabulary test formats to enhance aural vocabulary knowledge.