The impact of learner-related variables on second language incidental vocabulary acquisition through listening

Abstract

Little is known about the complex process of L2 incidental vocabulary acquisition from listening and the factors that contribute to its success. To expand our knowledge in this area, the present study investigated the impact of fve learner-related variables on L2 incidental vocabulary acquisition from listening. These variables were gender, L2 vocabulary knowledge, amount of L2 listening (for academic purposes and pleasure), level of enjoyment, and (self-reported) level of comprehension. Ninety-nine Iranian English as a foreign language (EFL) learners at pre-intermediate levels of English profciency were randomly assigned to a listening group and a control group. Sixteen target words were chosen in a graded reader and were then replaced by 16 English-like non-words. The participants listened to the graded reader containing the 16 non-words and completed a vocabulary post-test immediately after the listening session. The posttest measured participants’ knowledge of fve different dimensions of word knowledge at the level of recognition. The fndings revealed that while gender and amount of L2 listening appear to have no impact on incidental vocabulary gains from listening, L2 vocabulary knowledge, level of enjoyment, and level of comprehension are important facilitating factors.