Chang, Li-Chung (Lucien); (2023) The Effects of Repeated Listening on Second Language Incidental Vocabulary Acquisition. Presented at: British Association for Applied Linguistics–Vocabulary Special Interest Group (BAAL VOCAB SIG) 2023 Conference, Nottingham, UK.

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Abstract

This study investigated how repeated listening (RL) benefits second language (L2) learners’ incidental vocabulary acquisition. Studies have indicated that RL is a common pedagogy that can enhance L2 learners’ listening comprehension (Sakai, 2009); however, the only research on how RL benefits L2 vocabulary learning is Ellis and Le (2016), showing RL was a useful source for L2 learners to build meaning-form connections. Since previous studies also indicated that repeated exposures (Pellicer-Sánchez & Schmitt, 2010; van Zeeland & Schmitt, 2013; Brown, et al., 2008) and proficiency levels are factors influencing incidental vocabulary acquisition (Vidal, 2003; Vidal, 2013), this study aimed to extend Ellis and Le (2016) by exploring how these two factors influence the vocabulary learning outcomes from RL. An experiment with 73 English as a foreign language (EFL) learners was conducted. Before the treatment sessions, participants’ proficiency levels were first measured by the Test of English for English Communication (TOEIC). During the treatments, they listened to the same 20-minute story five times in five consecutive days and took an immediate posttest on their vocabulary knowledge on form, grammar, and meaning, after the fifth treatment session. The story contained nine pseudowords as the target words: three of them repeated in the story once, three of them repeated three times, and three of them repeated five times. Kolmogorov-Smirnov and Kruskal-Wallis tests were conducted to respectively examine the influence of proficiency levels and repeated exposure. The results, in line with Ellis and Le (2016), demonstrated RL was conducive to vocabulary learning. More importantly, although repeated exposure seemed not to play a key role, RL benefited both high and low-proficiency learners, reducing the gaps in learning outcomes between L2 learners of different proficiency. The findings support the usefulness of RL for lower-level learners. If language teachers can adopt RL in class, lower-level students can be significantly benefited.

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