Relationships ahree Constructs
Learners with high listening proficiency are likely to text and eg in listening. Proficient listeners keep monitoring their listening process. When meeting an unknown word while listening, they generally eg and are flexible in the bination of top-down and bottog, which is a reflection of higher itive awareness and better rategy control and use. On the contrary, listeners with low proficiency tend to make use of g in listening and thus attend primarily to the sounds, syllables and words to build up information from the input. In other words, less proficient learners are likely to employ, especially when encountering listening difficulty, superficial and ineffective strategies such as translation. Research (e. g., Goh, 2002b; Smidt & Hegelheimer, 2004; Vandergrift, 1997b & 2003a) investigating the relationship between listening coening awareness has shown some positive results reporting a close and positive relationship between the two constructs.
Incidental vocabulary acquisition ours through listening as well as through reading. Many L2 learners, like first language (L1) learners, rely on aural input as the primary source of information about the target language. Through listening they learn to identify the forms and sometimes meanings of new lexical items, which they then remee to use themselves. Listening plays an important role in the language learning process as it provides learners with input which they can use to acquire new language and also consolidate the partially acquired knowledge. Inreturn, with increased lexical knowledge obtained fros, learners' listening prehension will be facilitated, though the effect ant. Therefore, listening coal vocabulary acquisition can mutually facilitate each other.
When proficient learners meet with an unknown word in listening, they will need to eg strategies to guess the meaning of the word by using such clues such as cognate words and contextual clues. They then learn to identify the forms of words through building auditory images. In addition, they may be able to identify the meaning of a new lexical iteg. These learners may then remember the new word, and in due course, e to use it. Therefore, ening awareness potentially can facilitate incidental vocabulary acquisition from listening. This, however, is ur if learners possess the necessary proficiency to engage effectively in bottog.
Though the relationships ahree constructs are theoretically grounded, they need further investigation to provide proof. To the best of the author's knowledge, no previous study has investigated the interrelationships ahree constructs.