How does repetition affect vocabulary learning through listening to the teacher’s explicit instruction? The moderating role of listening proficiency and preexisting vocabulary knowledge

Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984 (2022) How does repetition affect vocabulary learning through listening to the teacher’s explicit instruction? The moderating role of listening proficiency and preexisting vocabulary knowledge. Language Teaching Research. ISSN 1477-0954 doi: 10.1177/13621688221140521

Abstract/Summary

The study examines the effects of repetition on vocabulary learning within the context of three types of explicit aural vocabulary instruction (Second Language vs. Codeswitching vs. Contrastive Focus-on-Form) among 98 Chinese secondary school English as a Foreign Language learners. It also explores how the effects of repetition on vocabulary learning were moderated by learners’ listening proficiency and preexisting levels of vocabulary knowledge. Within a 12-week pre-post test quasi-experimental design, learners listened to explicit vocabulary instruction for 20 target words, five of which were repeated four times, five repeated five times, five repeated seven times, and the remaining five repeated nine times. Findings suggested that regardless of the type of explicit instruction, vocabulary learning gains were positively correlated with repetitions but at least seven repetitions were needed for significant gains to take place. In addition, the effects of repetition were moderated only by learners’ listening proficiency but not by their preexisting levels of vocabulary knowledge. Less proficient listeners benefited significantly more than more proficient listeners with every unit increase of the number of repetitions. The study illuminates important relationships between repetition and listening proficiency, factors useful to consider when designing pedagogical activities to enhance vocabulary learning through listening to explicit instruction.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/108688
Identification Number/DOI	10.1177/13621688221140521
Refereed	Yes
Divisions	Interdisciplinary Research Centres (IDRCs) > Centre for Literacy and Multilingualism (CeLM) Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
Publisher	Sage
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