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The Relationship between Aural Lexical Knowledge and Foreign Language Listening Proficiency.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Relationship between Aural Lexical Knowledge and Foreign Language Listening Proficiency./
Author:	Lee, Saekyun H.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	124 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28644517
ISBN:	9798534689792

The Relationship between Aural Lexical Knowledge and Foreign Language Listening Proficiency.
Lee, Saekyun H.

The Relationship between Aural Lexical Knowledge and Foreign Language Listening Proficiency. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 124 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (Ed.D.)--Northeastern University, 2021.

This item must not be sold to any third party vendors.

The heightened importance of foreign languages (L2) in the post 9-11 world demands more L2 listening research as listening is considered the most critical skill for most American military linguists. Some larger studies show that lexical knowledge can positively affect L2 listening (Chang, 2007; Mehrpour & Rahimi, 2010; Staehr, 2009), yet large-scale empirical evidence in non-English L2 is extremely rare. This study explored (1) the relationship between aural lexical knowledge and L2 listening comprehension, both measured by the Online Diagnostic Assessment (ODA), among American learners of the eight diverse languages: Arabic Levantine, Chinese, Korean, Pashto, Persian Farsi, Russian, Spanish, and Urdu, and (2) the regression model to predict the binary outcome of whether students meet the 2+/2+ DLPT goal in listening and reading or not among those learners of the eight languages. This study utilized a considerable amount of pre-existing secondary data of three layers: (1) baseline data to provide a backdrop for 5,023 students included DLPT, GPA, and official course grades, (2) ODA data set consisted of 1,026 listening cases, and (3) 814 cases of Semesters I and II GPAs and listening unit test scores. Correlation analysis showed a strong positive correlation (.5~.8) between comprehension and lexicon at the target level for all eight languages. Additionally, in most languages, logistic regression models selected by the Akaike information criterion included Semester 2 GPA and one or two of the four ODA listening-related variables.

ISBN: 9798534689792Subjects--Topical Terms:

516208
English as a second language.
Subjects--Index Terms:

DLPT

The Relationship between Aural Lexical Knowledge and Foreign Language Listening Proficiency.
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245 1 4 $a The Relationship between Aural Lexical Knowledge and Foreign Language Listening Proficiency.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 124 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
500 $a Advisor: Unger, Chris.
502 $a Thesis (Ed.D.)--Northeastern University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a The heightened importance of foreign languages (L2) in the post 9-11 world demands more L2 listening research as listening is considered the most critical skill for most American military linguists. Some larger studies show that lexical knowledge can positively affect L2 listening (Chang, 2007; Mehrpour & Rahimi, 2010; Staehr, 2009), yet large-scale empirical evidence in non-English L2 is extremely rare. This study explored (1) the relationship between aural lexical knowledge and L2 listening comprehension, both measured by the Online Diagnostic Assessment (ODA), among American learners of the eight diverse languages: Arabic Levantine, Chinese, Korean, Pashto, Persian Farsi, Russian, Spanish, and Urdu, and (2) the regression model to predict the binary outcome of whether students meet the 2+/2+ DLPT goal in listening and reading or not among those learners of the eight languages. This study utilized a considerable amount of pre-existing secondary data of three layers: (1) baseline data to provide a backdrop for 5,023 students included DLPT, GPA, and official course grades, (2) ODA data set consisted of 1,026 listening cases, and (3) 814 cases of Semesters I and II GPAs and listening unit test scores. Correlation analysis showed a strong positive correlation (.5~.8) between comprehension and lexicon at the target level for all eight languages. Additionally, in most languages, logistic regression models selected by the Akaike information criterion included Semester 2 GPA and one or two of the four ODA listening-related variables.
590 $a School code: 0160.
650 4 $a English as a second language. $3 516208
650 4 $a Higher education. $3 641065
650 4 $a Foreign language instruction. $3 3541319
650 4 $a Reading comprehension. $3 519378
650 4 $a Teaching. $3 517098
650 4 $a Linguistics. $3 524476
650 4 $a Metacognition. $3 521861
653 $a DLPT
653 $a Foreign language
653 $a Lexical knowledge
653 $a Listening comprehension
653 $a Online Diagnostic Assessment
653 $a Reading comprehension
690 $a 0444
690 $a 0441
690 $a 0745
690 $a 0290
710 2 $a Northeastern University. $b School of Education. $3 2097885
773 0 $t Dissertations Abstracts International $g 83-02A.
790 $a 0160
791 $a Ed.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28644517