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Title An Analysis of Certain Influencial Factors in the Developmentof Listening Comprehension of English Vocabulary
Author(s) Nakamura, Jinsei
Citation 沖縄短大論叢 = OKINAWA TANDAI RONSO, 8(1): 1-13
Issue Date 1994-03-01
URL http://hdl.handle.net/20.500.12001/10639
Rights 沖縄大学短期大学部
An Analysis of Certain Influencial Factors in the
Development of Listening Comprehension of
English Vocabulary
Jinsei Nakamura
Abstract
The following experiment was conducted to support the hypothesis that
aural recognition vocabulary of English learned through reading and
writing with occasional or frequent exposure to the audio-visual aids and
native speakers may improve the listening comprehension ability of the
lower-level Japanese student of English.
Fifty seven subjects participated in the experiment which consisted of
a questionnaire which acquired information on vocabulary building methods
performed. Furthermore, two vocabulary tests were administered in an
attempt to measure both reading and listening comprehension levels of
vocabulary. This research is limited to the analysis of the following factors
affecting listening proficiency: (1) audio-visual aids such as educational
audio tapes and television/radio language programs, (2) native speakers,
and (3) vocabulary acquired through content or isolation.
The results of the experiment were taken to support our hypothesis.
1. Introduction
It is empirically known among us that the listening vocabulary of
Japanese students of English is considerably limited in comparison to their
reading vocabulary. In speech, they frequently have difficulty in the recog
nition of English words already known to them in reading vocabulary. As
a result, they often are unable to comprehend even a simple utterance
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spoken by a native speaker of English.
The objective of this experiment is to validate the notion that the
listening vocabulary of English for lower-level Japanese learners of English
is considerably affected by the way they built their English vocabulary.
2. Method
2.1. Subject
Fifty seven sophomore students from the Department of English,
University of Okinawa, Junior College Division, participated in the experi
ment. The subjects were limited to those who have satisfied the require
ments of the third grade English test given by NIHON EIGO KENTEI
KYOKAI.'
2.2. Questionnaire2
Fifty seven subjects were asked to complete a questionnaire on vocabu
lary building methods performed which consisted of 5 questions with one
choice of 2 to 3 possible answers. The results of the questionnaire were
carefully analyzed to see if any significant relation existed when compared
with the results of the vocabulary tests.
2.3. Vocabulary Tests
All fifty seven subjects completed identical tests which attempted to
measure their proficiency in English vocabulary both for reading and listen
ing. The first test measured the proficiency in listening vocabulary (Here
after abbreviated as L VT) and the second test measured the proficiency in
reading vocabulary (RVT). The vocabulary items3 used for the test were
randomly selected from a group of English words of the STEP examination
for the third-grade level. These words are included in Eikyo's Successful
English-Japanese Dictionary.4 The fifty vocabulary items were tested both
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An Analysis of Certain Influencial Factors in the Development of Listening Comprehension of English Vocabulary
for the L VT and the RVT with a time limit of 15 minutes respectively. The
L VT was administered before the RVT. The RVT required the subjects to
write down the meaning of each test item in context, i.e. short sentences.5
The L VT, recorded by a native speaker of American English, required
the subjects to fill in the blank the vocabulary item that was presented twice
on a tape recorder.6 The speed of the test was 216 w/m.
3. Results
3.1. Questionnaire
All the answers in the questionnaire were carefully analyzed to see if
any significant relation existed between the results of the two vocabulary
tests and the analysis of the answers in the questionnaire.
The majority of the subjects (94.75%) answered that they acquired their
vocabulary mainly through reading and writing with or without occasional
or frequent exposure to audio-visual aids and native speakers. Only three
of the subjects (5.25%), one of whom has been to the U.S.A. for one year,
indicated an extensive exposure to native speakers and frequent exposure
to audio-visual aids.
The questionnaire also inquired if the subjects learned their English
vocabulary through reading and writing either in isolation or in context.
Thirty one subjects or 54.39% answered that they learned English vocabu
lary in isolation, whereas twenty six or 45.61% answered that they learned
English vocabulary in context.
The subjects were then questioned about the extent to which audio
visual aids and native speakers were utilized in the development of their
English vocabulary.
According to the questionnaire, Forty subjects or 70.18% did not utilize
audio tapes accompanying textbooks, fourteen subjects or 24.56% occasion
ally used tapes, and only three subjects or 5.26% frequently used tapes to
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study English vocabulary.
Television or radio educational programs were utilized frequently by
only seven or 12.28% of the subjects, whereas fourteen subjects or 24.56%
answered that they occasionally used media programs, and thirty six
subjects or 63.16% replied that these programs were not used to any extent.
Eight subjects or 14.04% indicated that they had numerous contact with
native speakers with whom they practiced listening to English. Seventeen
others or 29.82% answered that they occasionally had opportunities to listen
and talk to native speakers. Thirty two or 56.14% did not have any contact
with native speakers.
3.2. RVT and LVT
The average score of the RVT was 74.42%, while that the of LVT was
only 36.80%. The differential ratio of the RVT and the LVT (LVT/RVT X
100) was 49.40%.
The number of subjects, the average of the RVT and the LVT, and the
differential ratio of each of the three groups A, B and C by each question
are shown in Tables 1, 2, and 3 below. The subjects belonging to Group A
in each table are those who answered that they frequently used tapes, TV
or radio programs, and native speakers; Group B are those who replied that
they occasionally used the media and native speakers; and Group C are
those who answered that they did not use the media and native speakers to
develop their vocabulary of English.
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An Analysis of Certain lnfluencial Factors in the Development of Listening Comprehension of English Vocabulary
Table 1.
Utilization of Educational Tapes for Learning Vocabulary
Group No. of Subs Ave, Sco. of RVT Ave. Sco. of LVT
A 3 70.66 43.33
Ave. Dif. Ratio
61.30
B 14 73.57 39.14 53.20 -------------------------------------------------------------------------------------
c 40 75.00 35.50 47.30
Table 2.
Utilization of TV or Radio Programs for
Learning Vocabulary
Group No. of Subs Ave, Sco. of RVT Ave. Sco. of LVT
A 7 79.71 52.57
Ave. Dif. Ratio
65.90
B 14 73.85 36.42 49.30 -------------------------------------------------------------------------------------
c 26 73.61 33.88 46.00
Table 3.
Utilization of Native Speakers for
Learning Vocabulary
Group No. of Subs Ave, Sco. of RVT Ave. Sco. of LVT
A 8 78.00 45.00
Ave. Dif. Ratio
57.00
B 17 75.64 39.29 51.00 -------------------------------------------------------------------------------------
c 32 72.87 33.43 45.00
The data from each of the tables above shows that the average number
of the differential ratios for Groups A and B are relatively higher than that
for Group C.
3.3. Listening Vocabulary Learned in Isolation or in Context
In the analysis of the data included in Tables 4 and 5 attention should
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focus particularly on two groups-a group of those who learned English
words through writing and reading in isolation and the other in context.
Table 4.
Referential Ratio of Listening Vocabulary Learned In Isolation (%)
Tapes TV & Radio Native Sps. Ave. Sco. -------------------------------------------------------------------------------------
Occas & Freq
Never
Occas & Freq
Never
No. Sco. No. Sco. No. Sco.
11 49.05 10 50.74 13
21 45.74 22 45.13 19
Table 5.
Referential Ratio of Listening Vocabulary
Learned In Context (%)
51.04
44.03
Tapes TV & Radio Native Sps.
No. Sco. No. Sco. No. Sco.
6 65.21 11 59.26 12 56.54
19 47.85 14 46.33 13 44.58
50.28
44.97
Ave. Sco.
60.34
46.25
The average score of the differential ratio for each of the two groups
is higher with the score of 50.28% and 60.34% respectively for the subgroups
who answered that they learned English vocabulary either in isolation or in
context with occasional or frequent exposure to audio-visual aids and native
speakers than those who replied that they learned it without exposure to the
aids and to native speakers with the score of 44.97% and 46.25%. There is
a variance of approximately 10% in the average score between the former
two subgroups mentioned above, while there is only a slight variance of
approximately 1.00% from the later two subgroups.
In relation to this, the following fact should be observed. There is no
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An Analysis of Certain Influencial Factors in the Development of Listening Comprehension of English Vocabulary
significant difference in the average score of the RVT for all the subgroups,
ranging between 72.92% and 75.63% as seen in Tables 6 and 7 below.
Table 6.
Results of RVT In Isolation
Tapes TV & Radio Native Sps. Ave. Sco.
Ave. Sco. Ave. Sco. Ave. Sco.
Occas & Freq 74.18 75.80 76.92 75.63
Never 73.80 73.09 71.89 72.92
Table 7.
Results of RVT In Context
Tapes TV & Radio Native Sps. Ave. Sco.
Ave. Sco. Ave. Sco. Ave. Sco.
Occas & Freq 71.00 75.81 75.84 74.22
Never 76.31 74.42 74.30 75.01
3.4. Correlation Coefficient (r) of the Three Groups
The value of the correlation coefficient r for the results of the RVT and
the L VT from the group who acquired English vocabulary primarily
through writing and reading with occasional or frequent exposure to audio
visual aids and native speakers was 0.476. That of the other group was
0.628, whereas that of the entire group who learned English vocabulary
without any exposure to the aids and native speakers was 0.563. The results
of the data indicate that the correlation coefficient of each group is relative
ly higher and therefore a correlation exists in both reading and listening
vocabulary.
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4. Discussion
The results above indicate that the majority of the subjects learned
their English vocabulary through reading and writing with occasional or
frequent exposure to the various elements of listening such as tapes ac
companying textbooks, television or radio educational programs, and native
speakers, while many others neglected using them.
The answers in the questionnaire and the average differential ratio of
the RVT and the L VT indicate a correlation exists.
After one examines the results in the questionnaire, it seems logical to
categorize the subjects in three main groups-A, B and C.
As seen in Table 1, forty subjects or 70.18% of the total number of
participants did not utilize tapes to any extent, fourteen or 24.56% occasion
ally used them, and only three or 5.26% of them frequently used tapes for
learning English vocabulary. It should be noted that there is a considerable
variance in the differential ratio between Groups A and C (14.00%), and
between Groups B and C (5.90%). In other words, those who replied that
they occasionally or frequently utilized tapes attained more proficiency in
their aural recognition of English vocabulary.
In addition, the data in Tables 2 and 3 reinforce the observations
mentioned above. That is, Table 2 indicates that the differential ratio
between Groups A and C is 19.90% and that between Groups B and C is
3.30%. Table 3 shows that the differential ratio between Groups A and C
is 11.80% and that between Groups B and Cis 6.10%.
In short, the subjects who answered that they occasionally or frequently
utilized tapes, television or radio programs, and native speakers obtained
higher scores than those who neglected utilizing the same methods of
vocabulary development, thereby indicating a considerable difference exists
between the two groups in the proficiency in listening vocabulary of English.
These results support the principles of the hypothesis.
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An Analysis of Certain lnfluencial Factors in the Development of Listening Comprehension of English \'ocabulary
Furthermore, thirty one subjects or 54.39% answered that they learned
English vocabulary through reading and writing in isolation, whereas
twenty six or 45.61% of subjects replied that development of their English
vocabulary was obtained through reading and writing in context.
We shall examine the differential ratio of the tests from an alternative
viewpoint.
As seen in Tables 4 and 5 above, the average score of the differential
ratio of the L VT for those two subgroups who answered that English
vocabulary was learned through reading and writing either in isolation or in
context with occasional or frequent exposure to audio-visual aids and native
speakers is higher (50.28% and 60.34% respectively) than those of the other
groups (44.97% and 46.25% respectively) who replied they did not utilize the
other methods.
A significant revelation from the data indicates only a slight variance
in the average score of the differential ratio of the L VT in the following two
subgroups. That is, the score for the subgroup who answered that they
learned their English vocabulary through reading and writing in isolation
without exposure to the audio-visual aids and native speakers is 44.97%,
whereas that for the others who replied that they learned it in context
without exposure to the aids and native speakers is 46.25%. This may
indicate that subjects who learned their English vocabulary through reading
and writing were not able to effectively utilize context, which is a signifi
cant factor to consider in the proficiency of listening English vocabulary.
However, if the subjects were exposed to audio-visual aids and native
speakers, a different effect would result. This result also supports the
hypothesis.
There is only a slight difference in the scores of the RVT for the two
groups mentioned above. This may be the result of the simple sentence
structure of the written test in which the subjects may have answered the
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questions correctly without utilization of the context.
Furthermore, let us observe the correlation coefficient of the results of
the RVT and the L VT for the same two groups. The correlation coefficient
for the group that was occasionally or frequently exposed to audio-visual
aids and native speakers was 0.476, and that of the other group was 0.628.
This data may indicate that the former group effectively utilized their
limited vocabulary for listening more than the other group. In other words,
" ... there must be at least some mismatch between their ability to compre
hend the written word versus the spoken word" (Pearson, P. David, 1982, p.
621).
5. Conclusion
Although research was limited to the particular group of subjects, we
have discovered the following facts. First, it has been confirmed that in
learning aural recongnition vocabulary it is significant for Japanese stu
dents to expose themselves to audio-visual aids and native speakers in the
early stages of learning English. Second, it has been determined that
although learning English vocabulary in context might be effective, it would
be significantly improved if the subjects were exposed to audio-visual aids
and native speakers. Third, the average differential ratio of the RVT and
the L VT of the entire group was 49.40. This fact indicates that subjects
were able to understand only approximately half of the vocabulary items
which they had already known in reading vocabulary.
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An Analysis of Certain lnfluencial Factors in the Development of Listening Comprehension of English Vocabulary
APENDIX 1.
QUESTIONAIRE
Answer each question below. Choose one from among the possible answers
for each question.
1. How did you learn English vocabulary?
(a) Mainly through writing
(b) Mainly through reading
(c) Mainly through daily contact with native speakers
2. Did you learn English vocabulary either in isolation or in context?
(a) Mainly in isolation
(b) Mainly in context
3. How often did you utilize tapes accompanying text you used?
(a) Frequently
(b) Occasionally
(c) Never
4. How often did you utilize TV and radio programs?
(a) Frequently
(b) Occasionally
(c) Never
5. How often did you talk to native speakers?
(a) Frequently
(b) Occasionally
(c) Never
APENDIX 2.
VOCABULARY ITEMS TESTED FOR BOTH RVT AND LVT
above
appeal
Alaska
dollars
eggs
energy
iron
ladder
left
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orange
out
person
sitting
some
that
LtttJ" f=i&
around error lovely phone waiter
arrived fill manager rain walking
back for nothing ran want
cake garage of rent water
cans honest off river wife
crowd imports oil sang win
danger in onion shoulder work
APENDIX 3.
SAMPLE SENTENCES USED BOTH FOR RVT AND LVP
1. There are two cans of juice.
2. Give me your name and phone number.
3. I am sure he will win in the race.
4. The birds sang in the trees.
5. This room is pleasant to work in.
6. He is not the person I was looking after.
7. He bought an orange.
8. No one lives for ever.
9. Some wines are kept on ice.
10. I paid my rent in advance.
REFERENCES
Kakita, Naomi & Yoshida, Kazuei. EIGO NO RISUNINGU. Taishuukan,
Tokyo: Taishuukan, 1984.
Kaplan, Robert B., General Editor, Jones, Randall L., Co-editor and Tucker,
Richard, G., Co-editor. Annual Review of Applied Linguistics. Rowley/
Massachusetts: Newbury House Publishers, Inc., 1980.
Pearson, P. David. "Research Update: Listening Comprehension." Language
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An Analysis of Certain Influencial Factors in the Development of Listening Comprehension of English Vocabulary
Arts, Vol. 59, No.6 (Sep. 1982): 617-629.
Shimizu, Katsumasa. ONSEI NO CHOON TO CHIKAKU. Tokyo: Shin
azaki Shorin, 1983.
Takefuta, Yukio. HIARINGU NO KODO KUGAKU. Tokyo: Kenkyusha,
1984.
NOTES
1. The Society for Testing English Proficiency, Inc., 1 Yarai-Cho, Shinnjuku-Ku,
Tokyo, Japan.
2. See Apendix 1.
3. The average number of phonemes of the fifty vocabulary items tested is
approximately 4. See Apendix 2.
4. Komoto, Sutesaburo (ed.). Eikyo's Successful English-Japanese Dictionary.
Tokyo: Nihon Eigo Kyoiku Kyokai, 1981.
5. See Apendix 3.
6. Sony Cassette-Corder TCM-1390.
7. Underlined vocabulary items were those tested for the experiment.
(1993 ~ 11 F1 8 B S'tl.!l!.)
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