Comparing Listening and Vocabulary Enhancement Activities for Vocabulary Acquisition and Retention

Abstract

The present study, based on Min’s study (2008), seeks to compare the effectiveness of reading plus focused-listening activities (RL) and reading plus vocabulary-enhancement activities (RV) in vocabulary acquisition and retention among college-level EFL students. Sixty academic vocabulary items were chosen from four texts in a content-based textbook to be learned by 30 Japanese sophomores with intermediate-level English proficiency. The participants were divided into two groups each receiving one of the treatments over 6 weeks while reading the four texts. The RL group listened and answered questions about thematically-related materials utilizing the 60 target words and the RV group practiced a variety of vocabulary exercises targeting the words. The participants’ progress was evaluated by pre- and post- tests conducted immediately before and after the treatment, and by a delayed-post test given after 12 weeks. These tests utilised a modified version of Paribakht and Wesche’s (1997) Vocabulary Knowledge Scale. The results of statistical analyses show that although the RV treatment was superior to the RL treatment in vocabulary acquisition, the RL treatment was found to be more effective in retention. The researchers conclude that both treatments can enhance vocabulary learning among college-level EFL students and provide suggestions for incorporating listening in vocabulary learning.