The procedure for tuning students in draws from a variety of “pre-listening” activities, which are based on two different levels of processing: bottom-up and top-down (Richards, 2003). While different types of support play valuable roles in the instruction of listening skills, this study is particularly interested in investigating the effects of bottom-up-based support on the aural performance of Taiwanese college students. Within this context, bottom-up-based listening support refers specifically to multi-faceted lexical instruction, wherein students will be provided with instruction of both single lexical items and multi-word units, will receive multiple exposures to those vocabulary items, and will be given a sufficient amount of time for numerous exposures to lexical items