Abstract
The current study conducted an investigation into the effects of multi-faceted lexical instruction on the TOEIC aural performance of Taiwanese EFL students at tertiary institutes of technology. A total of 47 Taiwanese first-year technological college students participated in this study. Throughout the course of a three-week preparatory English class, the students were provided with lexical instruction in which vocabulary was instructed in a multi-faceted way. Not only did students receive exposure to both single lexical items and multiword units, but they also engaged in a variety of oral activities. The findings of this research clearly indicate that the TOEIC aural performance of Taiwanese technological college students generally improved as a result of such instruction. This study also discussed unexplored issues to offer suggestions for future researchers.
Highlights
The current study conducted an investigation into the effects of multi-faceted lexical instruction on the TOEIC aural performance of Taiwanese EFL students at tertiary institutes of technology
The effect size calculated by Cohen’s (1988) d was 2.92 for the post-test results for the lower- proficiency group, much higher than that for the higher-proficiency group (1.67). These findings demonstrated that multi-faceted lexical instruction had a facilitating effect on the listening performance of the participants and that the lower-proficiency group benefited from lexical intervention to a higher degree than their higher-proficiency counterparts did
The following sections begin with an explanation for the apparent success of multi-faceted lexical instruction in the facilitation of listening comprehension
Summary
The current study conducted an investigation into the effects of multi-faceted lexical instruction on the TOEIC aural performance of Taiwanese EFL students at tertiary institutes of technology. While different types of support play valuable roles in the instruction of listening skills, this study is interested in investigating the effects of bottom-up-based support on the aural performance of Taiwanese college students. Within this context, bottom-up-based listening support refers to multi-faceted lexical instruction, wherein students will be provided with instruction of both single lexical items and multi-word units, will receive multiple exposures to those vocabulary items, and will be given a sufficient amount of time for numerous exposures to lexical items. In the same vein, Stahr (2009) contends that one major contributor to successful listening comprehension might be vocabulary size. Bonk (2000) determined that participants who recognized fewer than 80% of the different lexical words (nouns, verbs, adjectives, and adverbs) in the input www.ccsenet.org/ijel
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