An Empirical Study of the Effects of Incidental Vocabulary Learning Through Listening to Songs
Most studies have shown that reading is an important source of incidental vocabulary learning, and repeated reading may have a positive effect on learning gains. However, the study of incidental vocabulary learning through listening is still limited, and the immediate and long-term effects on differ...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-05-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.891146/full |
| _version_ | 1818202991668232192 |
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| author | Kaihua Nie Jing Fu Hina Rehman Ghulam Hussain Khan Zaigham |
| author_facet | Kaihua Nie Jing Fu Hina Rehman Ghulam Hussain Khan Zaigham |
| author_sort | Kaihua Nie |
| collection | DOAJ |
| description | Most studies have shown that reading is an important source of incidental vocabulary learning, and repeated reading may have a positive effect on learning gains. However, the study of incidental vocabulary learning through listening is still limited, and the immediate and long-term effects on different vocabulary knowledge dimensions are unclear. Furthermore, no empirical studies have been conducted to investigate the association between learning gains and preexisting vocabulary knowledge in listening. This article examines the effects of listening to English songs on unintentional vocabulary learning and vocabulary retention through three different vocabulary knowledge dimensions: word recognition, meaning association, and grammar identification. A total of 114 Chinese college students participated in the study, and they were given vocabulary evaluations at different times based on three separate components of vocabulary knowledge. The effects of repeated listening (one, three, and five times) and learners’ prior vocabulary knowledge were also investigated. According to the findings, listening to songs can improve vocabulary knowledge, particularly in the area of word recognition, which can be retained 4 weeks later. Furthermore, the effect of listening three times (with exposure frequencies ranging from three to nine) was superior than listening one or five times, which provides teachers and learners with guidance for teaching or learning vocabulary more effectively. Finally, for low, intermediate, and high-level learners, there was an immediate and positive effect on the dimensions of word recognition and meaning connection after listening, and this knowledge is likely to be preserved 4 weeks later. |
| first_indexed | 2024-12-12T03:18:15Z |
| format | Article |
| id | doaj.art-8662185e53aa4564b3ecbf4990994420 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-12T03:18:15Z |
| publishDate | 2022-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-8662185e53aa4564b3ecbf49909944202022-12-22T00:40:15ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-05-011310.3389/fpsyg.2022.891146891146An Empirical Study of the Effects of Incidental Vocabulary Learning Through Listening to SongsKaihua Nie0Jing Fu1Hina Rehman2Ghulam Hussain Khan Zaigham3Foreign Language School, Hubei Engineering University, Xiaogan, ChinaForeign Language School, Hubei Engineering University, Xiaogan, ChinaFaculty of Management Science, National University of Modern Languages (NUML), Islamabad, PakistanDepartment of Management, Comsats University Islamabad, Islamabad, PakistanMost studies have shown that reading is an important source of incidental vocabulary learning, and repeated reading may have a positive effect on learning gains. However, the study of incidental vocabulary learning through listening is still limited, and the immediate and long-term effects on different vocabulary knowledge dimensions are unclear. Furthermore, no empirical studies have been conducted to investigate the association between learning gains and preexisting vocabulary knowledge in listening. This article examines the effects of listening to English songs on unintentional vocabulary learning and vocabulary retention through three different vocabulary knowledge dimensions: word recognition, meaning association, and grammar identification. A total of 114 Chinese college students participated in the study, and they were given vocabulary evaluations at different times based on three separate components of vocabulary knowledge. The effects of repeated listening (one, three, and five times) and learners’ prior vocabulary knowledge were also investigated. According to the findings, listening to songs can improve vocabulary knowledge, particularly in the area of word recognition, which can be retained 4 weeks later. Furthermore, the effect of listening three times (with exposure frequencies ranging from three to nine) was superior than listening one or five times, which provides teachers and learners with guidance for teaching or learning vocabulary more effectively. Finally, for low, intermediate, and high-level learners, there was an immediate and positive effect on the dimensions of word recognition and meaning connection after listening, and this knowledge is likely to be preserved 4 weeks later.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.891146/fullincidental vocabulary learningEnglish songsvocabulary knowledgefrequency of exposureprior vocabulary knowledge |
| spellingShingle | Kaihua Nie Jing Fu Hina Rehman Ghulam Hussain Khan Zaigham An Empirical Study of the Effects of Incidental Vocabulary Learning Through Listening to Songs Frontiers in Psychology incidental vocabulary learning English songs vocabulary knowledge frequency of exposure prior vocabulary knowledge |
| title | An Empirical Study of the Effects of Incidental Vocabulary Learning Through Listening to Songs |
| title_full | An Empirical Study of the Effects of Incidental Vocabulary Learning Through Listening to Songs |
| title_fullStr | An Empirical Study of the Effects of Incidental Vocabulary Learning Through Listening to Songs |
| title_full_unstemmed | An Empirical Study of the Effects of Incidental Vocabulary Learning Through Listening to Songs |
| title_short | An Empirical Study of the Effects of Incidental Vocabulary Learning Through Listening to Songs |
| title_sort | empirical study of the effects of incidental vocabulary learning through listening to songs |
| topic | incidental vocabulary learning English songs vocabulary knowledge frequency of exposure prior vocabulary knowledge |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.891146/full |
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