Abstract

This study selected 83 non-English major sophomore English learners from a provincial university in China as subjects to explore the relationship between their auditory vocabulary knowledge and their listening comprehension in the College English Test Band 4 (CET4). Correlation analysis results indicated a significant correlation between the subjects' auditory vocabulary knowledge and CET4 listening comprehension. Multiple regression analysis revealed that subjects’ auditory vocabulary knowledge in the 1000-word (K1) and 2000-word (K2) frequency bands collectively predicted 47.4% of the variance in their CET4 listening comprehension scores. One-way ANOVA results showed significant differences among subjects with low, medium, and high listening proficiency levels in terms of their auditory vocabulary knowledge in the 1000 (K1), 2000 (K2), and 3000 (K3) word frequency bands. The findings offer certain implications for vocabulary teaching.

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