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Article published In: Qualitative Research on Language Learning Strategies and Self-Regulation
Edited by Nathan Thomas, Jason Schneider and Sihan Zhou
[AILA Review 37:2] 2024
► pp. 241–265

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Learning vocabulary through listening

The role of strategy use and linguistic proficiency

ORCiD logo with link | University of Reading
ORCiD logo with link | University of Reading
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Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Open Access publication of this article was funded through a Transformative Agreement with University of Reading.

Published online: 18 November 2024
DOI logo with link
https://doi.org/10.1075/aila.24019.gra
Abstract
This study explored the strategy use of 12 high-school learners of English within a vocabulary teaching intervention which exposed three groups of learners to one of three types of oral vocabulary explanations: L2 explanations; codeswitched explanations (CS); and contrastive focus-on-form explanations (CFoF) giving cross-linguistic information. Unlike previous studies of vocabulary interventions, which have tended to focus solely on quantitative outcome measures and therefore give arguably limited insights into why different interventions have the impact that they do, the study implemented stimulated recall interviews to explore strategy use in order to better understand the learning outcomes from the intervention. A qualitative analysis was undertaken to explore how learners used strategies and whether patterns of use emerged by intervention group and proficiency level. Compared with the CS and L2 groups, learners from the CFoF group attended more specifically to the target words and engaged in more metacognitive reflection and evaluation of the explanations, leading potentially to deeper processing and hence greater vocabulary gains. Such strategy use also seemed, however, to explain their smaller gains in listening comprehension. Finally, strategic behaviour was found to be related to levels of vocabulary knowledge and listening proficiency. The value of exploring qualitative data on strategy use for evaluating the effects of an intervention is discussed, alongside the theoretical and pedagogical implications of these findings.
Article outline
  • Introduction
  • Vocabulary learning through listening and proficiency
  • The present study
  • Method
    • Participants and procedures
    • Stimulated recall interviews
  • Data analysis
  • Findings
    • Research Question 1: Strategy use in response to different kinds of vocabulary explanations
  • Qualitative analysis: Strategy patterns by intervention group
  • The L2 group
  • The CS group
  • CFoF group
  • Research Question 2: Strategy use by proficiency level
  • Discussion
  • References
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Cited by (1)

Cited by one other publication

Thomas, Nathan, Jason Schneider & Sihan Zhou
2024. Qualitative research on language learning strategies and self-regulation. AILA Review 37:2 ► pp. 177 ff. DOI logo

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