An Analysis of Certain Influencial Factors in the Development of Listening Comprehension of English Vocabulary: 沖縄地域学リポジトリ

Title

An Analysis of Certain Influencial Factors in the Development

_{of 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

An Analysis of Certain Influencial Factors in the

Development of Listening Comprehension of

English Vocabulary

Jinsei Nakamura

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

-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}

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

-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.

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

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

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

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

-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.

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.

-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.

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

-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.

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 -11-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.

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!.)