Declarative and Automatized Phonological Vocabulary Knowledge: Recognition, Recall, Lexicosemantic Judgment, and Listening‐Focused Employability of Second Language Words

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2024-08-21 DOI:10.1111/lang.12668

Takumi Uchihara, Kazuya Saito, Satsuki Kurokawa, Kotaro Takizawa, Yui Suzukida

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引用次数: 0

Abstract

This study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English (n = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the meanings of aural forms (meaning recall), and (c) ability to spontaneously judge the appropriate use of word meanings in sentential contexts (lexicosemantic judgment task [LJT]). Among the three measures, the LJT best predicted the participants’ ability to access the target words during real‐life L2 listening comprehension of monologues and conversations (measured via TOEIC). Structural equation modeling demonstrated that the LJT was distinct from both meaning recognition and recall and revealed their different associations with listening comprehension scores. In line with the skill acquisition theory, we propose that the LJT reflects automatized knowledge, whereas meaning recognition and recall represent declarative knowledge.

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陈述性和自动化语音词汇知识：第二语言词汇的识别、回忆、词义判断和以听力为重点的就业能力

本研究重新审视了语音词汇知识的不同方面在第二语言（L2）听力中的作用。日本英语学习者（n = 114）完成了托业听力测试和三个语音词汇测试，分别评估（a）识别听力形式含义的能力（含义识别），（b）回忆听力形式含义的能力（含义回忆），以及（c）自发判断词义在句子语境中的恰当使用的能力（词义判断任务 [LJT]）。在这三种测量方法中，LJT 最能预测受试者在实际生活中听力理解独白和对话时获取目标词的能力（通过 TOEIC 测量）。结构方程建模表明，LJT 有别于意义识别和回忆，并揭示了它们与听力理解得分之间的不同关联。根据技能习得理论，我们认为 LJT 反映的是自动化知识，而意义识别和回忆代表的是陈述性知识。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.