This study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English (n = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the meanings of aural forms (meaning recall), and (c) ability to spontaneously judge the appropriate use of word meanings in sentential contexts (lexicosemantic judgment task [LJT]). Among the three measures, the LJT best predicted the participants’ ability to access the target words during real‐life L2 listening comprehension of monologues and conversations (measured via TOEIC). Structural equation modeling demonstrated that the LJT was distinct from both meaning recognition and recall and revealed their different associations with listening comprehension scores. In line with the skill acquisition theory, we propose that the LJT reflects automatized knowledge, whereas meaning recognition and recall represent declarative knowledge.

中文翻译：

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陈述性和自动化的语音词汇知识：第二语言单词的识别、回忆、词汇语义判断和以听力为中心的可运用性


本研究重新探讨了语音词汇知识的不同方面在第二语言（L2）听力中的作用。日本英语学习者（ n = 114) 完成了托业听力测试和三项语音词汇测试，评估 (a) 识别听觉形式含义的能力（含义识别），(b) 回忆听觉形式含义的能力（含义回忆），以及 (c)自发判断句子上下文中词义的适当使用的能力（词汇语义判断任务[LJT]）。在这三个指标中，LJT 最好地预测了参与者在现实生活中独白和对话的 L2 听力理解中访问目标词的能力（通过 TOEIC 进行测量）。结构方程模型表明，LJT 与意义识别和回忆都有所不同，并揭示了它们与听力理解分数的不同关联。根据技能习得理论，我们认为 LJT 反映了自动化知识，而意义识别和回忆则代表了陈述性知识。