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　　5.5.3 Relationship between the Learners' listening Comprehension and Incidental Vocabulary Acquisition

　　In the discussion that follows, no attempt will be made to explain each significant correlation, but instead, focus will be put on the patterns of relationships between Listening Comprehension and Incidental Vocabulary Acquisition.

　　For the whole sample, 10 out of a possible 12 correlations (6 sub-tests X 2 cycles) reached the level of statistical significance, as shown in Tables 49 and 50. Therefore, it can be concluded that by and large, those learners who were successful in carrying out the listening tasks were also successful in incidentally acquiring the target words embedded in the listening texts. The obvious explanation for this is that the learners needed to process the target words in order to complete the tasks. In other words, the design of the tasks induced the participants' attention to the words. However, the correlations were all very moderate (i. e. the shared variance between listening comprehension scores only exceeded 10%in one case). Overall, then, listening comprehension was only weakly related to vocabulary acquisition.

　　Only very few of the correlations for the different groups reached statistical significance. In Cycle 1 listening comprehension was related to delayed productive knowledge of the target items in Group A, to immediate knowledge of form in Group B and to delayed receptive knowledge in Group D. In Cycle 2, listening comprehension was related to both immediate and delayed receptive vocabulary scores in Group A. There was only one other significant correlation in Cycle 2 (i. e. for immediate receptive knowledge in Group B). In other words, the relationship between listening comprehension and vocabulary acquisition was not influenced at all by schema raising and only in a very limited way by inferencing training. 元认知策略研究：二语听力理解与附带词汇习得（英文版）