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epth of vocabulary knowledge and listeningcomprehension, and the conclusions of these researches are different. So, this thesiswill explore the correlation and extent about vocabulary knowledge and listeningcomprehension.Listening comprehension and vocabulary knowledge are the foundation andprerequisite for effective and successful communication. Previous researches justfocused on the influence of breadth of vocabulary knowledge on listeningcomprehension. It is a fact that lacking of vocabulary knowledge makes listeningcomprehension become more and more difficulty, and the four basic language skillsrely on the vocabulary knowledge. So this thesis intends to offer a relative completerelation for teachers and learners about vocabulary knowledge and listeningcomprehension. For vocabulary knowledge, it offers reference in learning and teaching.For teachers, it helps teachers to take suitable teaching methods in language teachingto increase the students’ breadth and depth of vocabulary knowledge and to improvethe students’ listening comprehension abilities. For foreign language learners, it makesthem pay more attention to the vocabulary knowledge. Listening comprehension as animportant part in school examination, students can get a high score through increasetheir vocabulary knowledge. Thus this research are helpful for teachers and foreignlanguage learners to solve many difficult problems in listening comprehension.
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Chapter Two Literature Review

This chapter consists of three parts. In the first part, the definitions of some keyterms are illustrated, such as, the breadth of vocabulary knowledge, the depth ofvocabulary and listening comprehension. The second part is the related vocabularyknowledge and listening comprehension researches both at home and abroad. The lastpart is the previous studies on the effects of vocabulary knowledge on listeningcomprehension.

2.1 Overview of Vocabulary Knowledge and ListeningComprehension
Vocabulary knowledge is the link of communication. It is not asingle-dimensional, but a complex multi-dimensional. Among SLA researchers, it hastriggered intensely debate. The conception of vocabulary knowledge is multi-faceted.In 1980s and 1990s, vocabulary knowledge was sprung up and became popular in SLAresearches and language teaching studies. An early definition of vocabulary knowledgewas presented by Gronbach (1942). He pointed out that vocabulary knowledgecontains five aspects: generalization (it can be seen how to define the word), precisionof meaning (it can adapt various possible situations), breadth of meaning (the learnersknow the different meanings of the word), availability (productive word) andapplication (appropriateness of usage). Although this definition contains many aspects,it did not include other lexical knowledge, for instance, pronunciation, spelling,morphology, syntactic, etc. In 1976, Richards published the passage of “The Role ofVocabulary Teaching” on TESOL Quarterly that vocabulary knowledge causedresearchers’ concern. He firstly claimed that knowing a word must master differentaspects of vocabulary knowledge. He claimed that lexical competence contains sevenaspects: register, polysemy, semantic features, syntax, knowledge of frequency,association and derivation. Lori Morris and Tom Cobb (2003) made a study to test thepotential influence that provided by vocabulary profiles. The results showed thatstudents’ score has positiv