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5 1 Introduction（第1页）

5.1introduction

thischapterwillreporttheresultsforthefirsttworesearchquestions.

researchquestiononeis:whateffectsdodifferentlisteningconditionshaveonlearners'a）listeningcomprehensionandb）incidentalvocabularyacquisition?

researchquestiontwois:whatistherelationshipbetweenlearners'listeningcomprehensionandincidentalvocabularyacquisition?

thekeyindependentvariablestobeexaminedinresearchquestiononearethefourdifferentlisteningconditionsas:

1.listeningtoatextonetimeonly（groupa）;

2.listeningtoatextthreetimes（groupb）;

3.engaginginschema-raisingtrainingbeforelisteningtoatextthreetimes（groupc）;and

4.receivinginferencingtrainingbeforelisteningtoatextthreetimes（groupd）.

thedependentvariablestobeexaminedinthischapterare:

1.listeningcomprehension

and

2.incidentalvocabularyacquisition.

theinstrumentsandproceduresusedtomeasurethesevariablesaredescribedindetailinchapterfour（methodology）.however，tofacilitateprocessingoftheresultsreportedbelow，eachvariableisbrieflydescribedhereagain.

（a）listeningconditions

fourdifferentlisteningconditionsweredesignedasinstructionaltreatmentstodifferentgroupsoflearnerstoexaminetheeffectoflisteningconditionsonlearners'listeningcomprehensionandtheirincidentalacquisitionofnewvocabulary.

groupalistenedtoeachtextjustonceandfilledinthetaskanswersheetwhilelistening（4minutes）;

groupblistenedtothetextthreetimes.thefirsttimetheyjustlistenedandtheycompletedthetaskanswersheetastheylistenedthesecondtime.whentheylistenedthethirdtime，theycheckedtheiranswersandmadechangestotheiranswers（10minutes）;

groupclistenedtothetextthreetimesashadgroupb，butbeforelistening，theyspent5minutesworkinginpairsonatopic-familiarizationactivitytoactivateschemarelevanttothetopicbybrainstormingguessingdiscussing，etc.（15minutes）;

groupdalsolistenedtothetextthreetimeslikegroupb，butbeforelistening，theyreceived5-minutetrainingintheuseofinferencingstrategiestohelpthemraiseawarenessoftheimportanceinguessingthemeaningofunknownwordsandtodeveloptheirabilitytopractisethisstrategy（15minutes）.

itshouldbenotedthattheteacherdidnotpresentthetargetwordstoanyofthegroups，andthewordswereonlyintroducedinthecontextofthelisteningtasks.

（b）listeningcomprehension

thelearnerscompletedtwocyclesoflisteningtasks.withineachlisteningcycle，thestudentswereaskedtolistenandcompletesometableswithinformation.theywereawardedonemarkforeachcorrectpieceofinformationtheyprovidedinthetables.thetotalscoreforeachlisteningcyclewas10marks.

（c）incidentalvocabularyacquisition

thelearners'incidentalvocabularyacquisitionwasmeasuredbymeansofbatteryofvocabularyposttestsaftereachlisteningtask.theimmediateposttestswereadministeredimmediatelyaftereachcycleoftasks，andthedelayedposttests，identicaltotheimmediateposttests，wereadministeredoneweeklater.thepurposeofthetestswastomeasurethelexicalgainsthelearnersmadefrompre-teststoposttests.therewerethreedifferentvocabularytests—aproductiontest，atestfortherecognitionoftheformofwordsandatestofreceptiveknowledge.thetotalscoreofeachposttestwas10marks.

thestudyinvolvedtwoseparatecyclesoflisteningactivities.therefore，first，thischapterwillconsidertowhatextentthelearners'performanceinthesetwocycleswassimilarordifferentinordertodecidewhethertopresentresultsforthecyclesseparatelyorcombined.next，resultsforlisteningcomprehensionandvocabularyacquisitionwillbepresented.then，adiscussionoftheresultswillfollow.finally，aconclusionsectionwillsummarizethemainfindings.

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