Nie Kaihua, Fu Jing, Rehman Hina, Zaigham Ghulam Hussain Khan
Foreign Language School, Hubei Engineering University, Xiaogan, China.
Faculty of Management Science, National University of Modern Languages (NUML), Islamabad, Pakistan.
Front Psychol. 2022 May 18;13:891146. doi: 10.3389/fpsyg.2022.891146. eCollection 2022.
Most studies have shown that reading is an important source of incidental vocabulary learning, and repeated reading may have a positive effect on learning gains. However, the study of incidental vocabulary learning through listening is still limited, and the immediate and long-term effects on different vocabulary knowledge dimensions are unclear. Furthermore, no empirical studies have been conducted to investigate the association between learning gains and preexisting vocabulary knowledge in listening. This article examines the effects of listening to English songs on unintentional vocabulary learning and vocabulary retention through three different vocabulary knowledge dimensions: word recognition, meaning association, and grammar identification. A total of 114 Chinese college students participated in the study, and they were given vocabulary evaluations at different times based on three separate components of vocabulary knowledge. The effects of repeated listening (one, three, and five times) and learners' prior vocabulary knowledge were also investigated. According to the findings, listening to songs can improve vocabulary knowledge, particularly in the area of word recognition, which can be retained 4 weeks later. Furthermore, the effect of listening three times (with exposure frequencies ranging from three to nine) was superior than listening one or five times, which provides teachers and learners with guidance for teaching or learning vocabulary more effectively. Finally, for low, intermediate, and high-level learners, there was an immediate and positive effect on the dimensions of word recognition and meaning connection after listening, and this knowledge is likely to be preserved 4 weeks later.
大多数研究表明，阅读是附带词汇学习的重要来源，反复阅读可能对学习效果有积极影响。然而，通过听力进行附带词汇学习的研究仍然有限，并且对不同词汇知识维度的即时和长期影响尚不清楚。此外，尚未有实证研究调查听力学习效果与已有词汇知识之间的关联。本文通过单词识别、意义联想和语法识别这三个不同的词汇知识维度，考察听英文歌曲对无意词汇学习和词汇保持的影响。共有114名中国大学生参与了这项研究，他们在不同时间基于词汇知识的三个独立组成部分接受了词汇评估。研究还调查了反复听（一次、三次和五次）的效果以及学习者先前的词汇知识。根据研究结果，听歌曲可以提高词汇知识，尤其是在单词识别方面，并且四周后仍能保持。此外，听三次（接触频率为三到九次）的效果优于听一次或五次，这为教师和学习者更有效地教授或学习词汇提供了指导。最后，对于低、中、高级学习者，听后在单词识别和意义联系维度上有即时且积极的影响，并且这些知识可能在四周后仍能保留。
