The Relationship between Receptive Vocabulary Size and Listening Comprehension

1. The Relationship between Receptive Vocabulary Size and Listening Comprehension Wen-Han Yang 楊文涵 94AG039 Chung-Shan Medical University Advisor: Lai, Ying-Chun

2. Abstract • Taiwan’s education policy • Students have difficulty to comprehend English listening • Investigate the relationship between vocabulary size and listening comprehension

3. Outlines • Introduction • Background and motivation • problem of the study • Purpose of the study • Significant of the study • Literature review • Important of the vocabulary and listening • Pre-reading vocabulary strategies • The relationship between vocabulary size and listening comprehension

4. Methodology • Subject • Research questions • Process • Reference

5. Introduction Background and motivation • English has become important in every sector--in academia, industry, trade, etc • Teachers emphasis the ability of reading and writing over than listening and speaking in Taiwan • Students dare not speak English with foreigner.

6. Problem of the study • Vocabulary main element for successful learning. • Do the students’ receptive vocabulary levels positively relate to their listening comprehension? • How do students with different receptive vocabulary level perform on listening comprehension test?

7. Purpose of the study • Vocabulary level test • Listening comprehension level test • The relationship between receptive vocabulary size and listening comprehension competence of EFL college students

8. Significant of this study • Teacher should take vocabulary relates to students’ listening compression into account. • Help students broaden receptive vocabulary size and improve listening comprehension. • Changing the way of education policy and method

9. Literature Review The important of vocabulary size and listening comprehension • Kelly (1991) • 5000 vocabulary size 95% in a piece of news for those non native speakers. • 2000 vocabularies basic daily conversation.

10. Nation (2001) • 8,000 to 9,000 word-family vocabulary needed for comprehension of written text • 6,000 to 7,000 for spoken English • (Chang, 2007;, Carlo, & Snow, 2006) • Vocabulary is a mainly element for the successful language learning

11. The relationship between vocabulary size and listening comprehension • Kelly (1991) lack of vocabulary size main obstacle to listening comprehension. • Brownell (1995) vocabulary the prerequisite for listening comprehension

12. Methodology Subject • 70 college students • 35 fresh man and 35 seniors • Department of Applied Foreign Language in Chung Shan Medical University

13. Research questions: • How do the subjects at different levels perform on the vocabulary size and listening comprehension? • What’s the relationship between vocabulary performance and listening comprehension of the subject? • What’s the listening strategies do the subjects use while doing listening comprehension

14. Process: • Vocabulary level test (based on the Schmitt’s vocabulary test) • Listening comprehension level test (based on the Schmitt’s listening vocabulary test) • Questionnaire (learner’ learning background)

15. Reference • Ching-Shyang Chang, A. (2007). The impact of vocabulary preparation on L2 listening comprehension, confidence and strategy use. System, 35(4), 534-550. • Dupuy, B. C. (1999). Narrow Listening: an alternative way to develop and enhance listening comprehension in students of French as a foreign language. System, 27(3), 351-361. • Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(1), 59-82

16. Proctor, C. P., August, D., Carlo, M. S., & Snow, C. (2006). The Intriguing Role of Spanish Language Vocabulary Knowledge in Predicting English Reading Comprehension. Journal of Educational Psychology, 98(1), 159-169 • Schmitt, N., & McCarthy, M. (1997). Vocabulary and testing. Vocabulary: • Description, acquisition and pedagogy. Cambridge: Cambridge University