学習者の語彙知識の「深さ」がリスニングテストの聴解度に及ぼす影響

抄録

The present study investigates whether the depth of vocabulary knowledge L2 learners have can affect their comprehension in a listening test. The 70 words to be tested were elicitedfrom the listening test by computer software. To assess each wordc depth of vocabulary knowledge, two versions of word recognition tests were developed from the Vocabulary Knowledge Scale (Paribakht & Wesche, 1997); a lexical version and a phonological version. These word recognition tests and the listening test were assigned to 150 high school students, who were divided into two groups; Group A (72 students) for the lexical version, and Group B (78) for the phonological version. To analwe the correlation between the word recognition test and the listening test, a Pearson correlation test was performed. The results revealed a statistically siyzficant correlation only between the phonological version and the listening test. However the strength of the correlation was found to be weak.