METHODOLOGY AND ANALYSIS OF TEACHING VOCABULARY THROUGH LISTENING FOR B1 LEARNERS
DOI:
https://doi.org/10.5281/zenodo.15332067Keywords:
Vocabulary acquisition, listening comprehension, B1 learners, communicative language teaching, Krashen’s Input Hypothesis, Nation’s Four Strands, pedagogical strategies, second language learning, vocabulary retention, formative assessment.Abstract
This study investigates the methodology and effectiveness of teaching vocabulary through listening for B1-level English language learners. Drawing upon Krashen’s Input Hypothesis, Nation’s Four Strands Model, and Cognitive Load Theory, the research explores how contextualized listening tasks enhance vocabulary acquisition and retention. The study employs a combination of pre- and post-tests, comprehension assessments, and student feedback to evaluate learning outcomes. The findings demonstrate that integrating listening into vocabulary instruction significantly improves learner motivation, comprehension, and long-term vocabulary retention. Pedagogical implications suggest that structured listening tasks, multisensory support, and interactive platforms like podcasts and audiobooks can play a pivotal role in promoting meaningful language learning experiences.
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