L2 Vocabulary Knowledge and L2 Listening Comprehension - A Structural Equation Model - Abstract

Oct 15, 2026

The study examines how second language (L2) listening comprehension relates to three dimensions of L2 vocabulary knowledge: size, depth, and fluency. Vocabulary knowledge tests were administered to 290 participants to measure auditory vocabulary size, depth, and fluency, followed by an IELTS listening test assessing L2 listening comprehension. Structural equation modeling showed that all three vocabulary dimensions significantly predict listening comprehension, with auditory vocabulary size having the strongest predictive power.

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Abstract

Introduction

L2 Listening Comprehension and L2 Vocabulary Knowledge

L2 Vocabulary Knowledge and L2 Listening Comprehension: A Structural Equation Model Yang Li Guangdong Unversity of Foreign Studies Xian Zhang University of North Texas Abstract The current study investigates how second language (L2) listening comprehension is associated with three dimensions of L2 vocabulary knowledge: size, depth, and fluency. Vocabulary knowledge tests administered to 290 participants measured L2 auditory vocabulary size, depth, and fluency. Afterward, participants took an International English Language Testing System (IELTS) listening test that measured L2 listening comprehension. Using a structural equation modeling technique, we found that all three dimensions of vocabulary knowledge are significant predictors of L2 listening comprehension. Size of auditory vocabulary in the L2 has the strongest predictive power over L2 listening comprehension. The results of the current study offer useful pedagogical implications for improving L2 listening comprehension. Résumé La présente étude examine comment la compréhension orale de la deuxième langue (L2) estassociée à trois dimensions de la connaissance du vocabulaire de la L2 : la taille, la profondeur et la fluidité. Des tests de connaissance du vocabulaire mesurant la taille, la profondeur et la fluence du vocabulaire auditif de la L2 ont été administrés à 290 participants. Ensuite, les participants ont passé un test d’écoute International English Language Testing System (IELTS) qui mesure la compréhension à l’écoute de la L2 . En utilisant une technique de modélisation par équation structurelle, nous avons constaté que les trois dimensions de la connaissance du vocabulaire sont des prédicteurs significatifs de la compréhension orale dela L2 . La taille du vocabulaire auditif L2 a la plus forte puissance prédictive sur la compréhension orale de la L2 . Les résultats de la présente étude offrent des implications pédagogiques utiles pour améliorer la compréhension orale L2 . Canadian Journal of Applied Linguistics, Special Issue: 22, 1 (2019): 85-102 CJAL * RCLA Li & Zhang 86 L2 Vocabulary Knowledge and L2 Listening Comprehension: A Structural Equation Model Introduction L2 Listening Comprehension and L2 Vocabulary Knowledge Various factors may influence second language (L2) listening comprehension. For example, L2 listening comprehension is found to be associated with first language (L1) listening comprehension (Vandergrift, 2006), L2 learner motivation (Vandergrift, 2005), and L2 learner meta-cognitive strategy use (Graham & Macaro, 2008 ; Vandergrift & Goh, 2012) . Among various aspects of L2 knowledge (e.g., L2 grammar knowledge, L2 pragmatic knowledge, L2 literacy), L2 vocabulary knowledge has been recognized as oneof the most important aspects of L2 knowledge (Bernhardt & Kamil, 1995) . Indeed, vocabulary is a basic unit for meaning construction and expression (Nation, 2001) . Without sufficient L2 vocabulary knowledge, L2 listening and reading comprehension can be extremely difficult, if not impossible. It is generally agreed that L2 vocabulary knowledge is important for L2 reading comprehension. This is because knowing the form and the meaning of a certain number of words is necessary for L2 reading comprehension (Nation, 2006). Nation (2006) showed that 8,000-9,000 word families are necessary to read different types of authentic texts fluently. Laufer and Ravenhorst-Kalovski (2010) argued that knowledge of 8,000 word families is the optimal threshold for adequate reading comprehension. These findings suggest that knowing more vocabulary items (or having a larger L2 vocabulary size) is beneficial for L2 reading comprehension. Evidence shows that vocabulary size is positively correlated with reading ability (e.g., Laufer, 1992; Horst, Cobb, & Meara, 1998 ; Qian, 2002) . In a more recent study, Schmitt, Jiang, and Grabe (2011) reported a positive correlation between the percentage of known vocabulary items in a text and readin

FAQs

What dimensions of L2 vocabulary knowledge were examined in the study?

The study assessed vocabulary knowledge through three dimensions: size, depth, and fluency of L2 vocabulary.

How was L2 listening comprehension measured?

Participants took an IELTS listening test, which measured their L2 listening comprehension.

What did the structural equation modeling show about vocabulary knowledge and listening comprehension?

All three vocabulary dimensions were significant predictors of L2 listening comprehension, and L2 auditory vocabulary size had the strongest predictive power.

Oct 15, 2026

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