Najran University College of Languages, Najran, Saudi Arabia.
J Psycholinguist Res. 2021 Jun;50(3):543-562. doi: 10.1007/s10936-020-09690-y.
This study aims to investigate the acquisition of vocabulary recognition and vocabulary production in the short-and- long-term via listening and reading comprehension activities using Voice software. Sixty participants were invited to read or listen to two passages in different sessions, that is, three sessions in listening inputs and one session in reading comprehension. The materials in reading comprehension input were converted into audio and given for the students who were assigned to participate in the listening sessions. Vocabulary recognition was measured through written multiple-choice tests, whereas the vocabulary production was assessed by a cloze test for both scenarios. Each test was administered before the intervention immediately after the intervention and at a delayed post of time for both inputs. Results showed that the students were able to learn new vocabulary from both modes in the pre-post-delayed treatments. Participants scored higher in recognition vocabulary test than in the production test. In view of the vocabulary gains in both scenarios in the post-tests, the performance of listeners was significantly lower than that of readers after the first session, which was almost the same after the second session, and significantly higher after the third listening session. However, vocabulary acquisition from listening comprehension mode was significantly higher than that from reading input in the delayed post-tests.
本研究旨在通过使用 Voice 软件的听力和阅读理解活动，在短期和长期内探索词汇识别和词汇产出的习得。邀请了 60 名参与者在不同的时段阅读或收听两段文章，即听力输入三个时段和阅读理解一个时段。阅读理解输入的材料被转换为音频并提供给被分配参加听力时段的学生。词汇识别通过书面多项选择题进行测量，而词汇产出通过两个场景的 cloze 测试进行评估。每个测试在干预前、干预后和两个输入的延迟后时间点进行。结果表明，学生能够从两种模式中学习新词汇。参与者在识别词汇测试中的得分高于在产出测试中的得分。就后测中两个场景的词汇增益而言，在第一阶段后，听众的表现明显低于读者，在第二阶段后几乎相同，在第三阶段听力后显著提高。然而，在延迟后的后测中，从听力理解模式中获取的词汇量明显高于阅读输入。
