Abstract
Existing literature supports the positive effects of vocabulary teaching on students’ comprehensive English proficiency. However, there have been some imperfections in the research process such as the research framework being somewhat narrow and the statistical instruments being a little conservative, which makes it difficult to form differentiated instructional strategies aimed at different levels of students. Therefore, this paper, based on mature vocabulary testing instruments, incorporates vocabulary breadth, depth, listening comprehension into one study framework and conducts an empirical study by innovatively using quantile regression models, so as to analyse the relationship between the two vocabulary dimentions and listening conprehension at different levels of students. The study results show that both vocabulary breadth and depth influenced listening scores significantly, but the overall effect of vocabulary depth was significantly greater than that of vocabulary breadth; at three levels of listening scores, the enhancing effects of vocabulary breadth showed a gradual increasing trend, while the influence of vocabulary depth shows no significant increase.This study will offer important pedagogical implications to English vocabulary teaching strategies in EFL classes.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
