Form Explanation in Modification of Listening Input in L2 Vocabulary Learning

Toya, Mitsuyo
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The effectiveness of vocabulary explanation as modifications of listening input - explicit (EE) and implicit (IE) - were investigated in contrast to unmodified (baseline, BL) condition. One hundred and nine university students from Japan listened to two texts, which included different vocabulary elaborations for 12 items. Students listened three times to each text. After each listening, they indicatec the meanings of the items. Four weeks later, a delayed posttest was administered. Positive effects of multiple listenings were found in vocabulary learning from listening input. As hypothesized, the EE condition resulted in significant superiority over the other two on the immediate posttests. However, IE was not significantly better than the BL. The findings suggested that the IE mostly remained unnoticed during the listening. On the delayed posttest, the score of EE dropped and there was no significant difference among the three conditions, though all conditions resulted in a significant increase from the pretest.
listening, japanese, listening teaching
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