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e correlation with their vocabulary knowledge. Nation (1990)defined the vocabulary knowledge that native speakers should be mastered. Heclaimed that foreign language learners want to master a second language proficiently,just like the native speakers, they should master eight aspects: spoken form, writtenform, grammatical functions, collocations, frequency, register, meaning andassociations. These eight aspects contain not only receptive knowledge, but productiveknowledge. Nation (2001) perfected this framework and he thought vocabularyknowledge could be regarded as two primary dimensions: breadth and depth. Untilnow, Nation’s vocabulary knowledge is considered the most perfect one. This thesis isbased on this framework and explain the definition of breadth and depth of vocabularyknowledge, and this thesis uses Nation’s vocabulary knowledge framework to discussthe correlation and extent about vocabulary knowledge and listening comprehension.Then this study illustrates the detailed definitions of two dimensions of vocabularyknowledge.
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2.2 Relevant Studies at Home and Abroad
From the 1940s to 1960s, the second language teaching in the world wascontrolled by the American structuralism. They mainly focused on grammar and sentence patterns. However, vocabulary learning aroused the learners’ concern. Until1970s, there are very few learners begin to focus in the vocabulary knowledge. Aboutthe question of the vocabulary size, it existed for a long time. How many wordsstudents know is not a simple question that contains three reasons: many words can bededuced from other words that have something in common, many words are polysemyand many words have many metaphors (Lado, 1961: 83). So, vocabulary size is notonly the significant dimension of a learner’s lexical competence but also a serviceablemethod to measure it. Meanwhile, many researchers just paid more attention to thevocabulary size and ignored the depth of vocabulary knowledge.Allen (1983: 24) claimed that in linguistic studies, researchers just focused on thesyntax and phonology for many years, so learning of vocabulary was ignored.Laufer (1990) thought that only mastering the vocabulary knowledge, can thelearners master other knowledge, such as, grammatical, pronunciation, semantics, etc.Learning second language not only know its surface meaning and its Chinese meaning,but also understand its different dimensions’ knowledge.In Schmitt’s (1998) longitudinal study, four kinds of word knowledge were tested:association, grammatical, information, meaning and spelling through tracking 11words over a year for 3 adults learners. He found that spelling was easy for them, butother aspects were too difficult for them.
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Chapter Three Research Design............. 18
3.1 Objectives.........18
3.2 Research Questions...........19
3.3 Methodology.............19
Chapter Four Results and Discussion.....25
4.1 The Validity and Reliability of the statistics......25
4.2 Description of the Results of the Tests.......26
4.3 Relationship between Vocabulary Breadth and Vocabulary Depth......27
4.4 Relationship between Vocabulary Knowledge and Listening Comprehension.....29
4.5 Discussion........33
4.6 Summary..........37Chapter 5 Conclusion............ 38
5.1 Major Findings of the Study......38
5.2 Pedagogical Implications...........39
5.3 Limitations of the St