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评估非英语专业大学生的词汇知识与听力理解间的关系.docx

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评估非英语专业大学生的词汇知识与听力理解间的关系 Introduction Asglobalizationcontinuestoreshapetheworld,Englishhasincreasinglybecomethelinguafrancathatfacilitatescommunication,trade,andculturalexchangesamongpeoplefromdifferentcountriesandlinguisticbackgrounds.Asaresult,beingproficiencyinEnglishhasbecomeanassetforcareerdevelopment,academicsuccess,andsocialmobility.Consequently,universitiesallovertheworldhaveintegratedEnglishlanguagerequirementsintotheirprogramstoenhancestudents'abilitytocommunicateeffectively,especiallyininternationalsettings. Despitethistrend,asignificantnumberofstudentsinnon-EnglishspeakingcountriesstillstrugglewithdevelopingadequatevocabularyskillsandlisteningcomprehensioninEnglish.Thisisaconcern,especiallyforthosewhowishtopursueinternationalcareersorfurthertheireducationinEnglish-speakingcountries.Thepurposeofthispaperistoevaluatetherelationshipbetweenvocabularyknowledgeandlisteningcomprehensionamongnon-Englishmajorstudentsinuniversities. Background Vocabularyknowledgeisconsideredavitalfactorinsecondlanguageacquisition,asitdirectlyimpactslearners'communicationabilityinoralandwrittenforms.Therefore,vocabularyteachinghasbeenacentralaspectofEnglishlanguageteaching(ELT)curriculaworldwide.Vocabularylearningischallengingformostlearners,regardlessoftheireducationalbackgrounds,asitinvolveslearningalargenumberofwords,idiomaticexpressions,andcollocations.Moreover,researchsuggeststhatlearnersneedrepeatedexposuretonewvocabularyitemsinvariouscontextstoacquirethemeffectively(Nation,2013). Apartfromvocabularyknowledge,listeningcomprehensionisconsideredacriticallanguageskillthatenableslearnerstounderstandspokenlanguageinvarioussituations,includingsocial,academic,andprofessionalcontexts.ListeningcomprehensioninEnglishisachallengingskillformostsecondlanguagelearners,asitusuallyinvolvesdealingwithdifferentaccents,dialects,andspeakingstyles.Therefore,developingadvancedlisteningcomprehensionskillsrequireslearnerstoreceiveampleinputandpracticethroughvariouslisteningactivities(Goh,2017). Meth