This study explores the effects of aural and written vocabulary instruction on second language (L2) listening comprehension. With the increasing importance of listening comprehension in second language acquisition, understanding the role of vocabulary instruction in enhancing listening skills is crucial. This study involved two groups of intermediate-level L2 learners, one receiving aural vocabulary instruction and the other receiving written vocabulary instruction. Pre- and post-test measures of listening comprehension were employed to assess the impact of each instruction method. The results revealed that both types of vocabulary instruction significantly improved listening comprehension, with aural vocabulary instruction showing slightly better outcomes. These findings suggest that incorporating diverse vocabulary instruction methods may lead to more effective listening comprehension outcomes in L2 learning contexts.

Aural vocabulary, written vocabulary, second language

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