scholarly journals Explaining Listening Comprehension among Turkish EFL Learners: The contribution of general language proficiency, vocabulary knowledge and metacognitive awareness

2021 ◽  
Author(s):  
Fatma AYDIN
Keyword(s):  
Language Proficiency ◽  
Listening Comprehension ◽  
Vocabulary Knowledge ◽  
Metacognitive Awareness ◽  
Efl Learners

scholarly journals Exploring the Relationship Between L2 Listening and Metacognition After Controlling for Vocabulary Knowledge

2021 ◽  
Vol 7 (3) ◽  
pp. 187-200
Author(s):  
Matthew P Wallace
Keyword(s):  
Listening Comprehension ◽  
Vocabulary Knowledge ◽  
Metacognitive Awareness ◽  
Hierarchical Regression ◽  
Strategic Knowledge ◽  
Metacognitive Skills ◽  
Efl Learners ◽  
Positive Attitudes ◽  
L2 Listening ◽  
The Relationship

Metacognition is known to be important for L2 listening comprehension. However, it is unclear how much variance in listening performance it can explain after controlling for vocabulary knowledge. To examine this, data from the listening section of the TOEFL Junior test, the Metacognitive Awareness Listening Questionnaire (MALQ), and the Listening Vocabulary Levels Test were collected from 76 high school EFL learners in Japan. The MALQ measured five subscales of metacognition representing metacognitive skills and metacognitive knowledge. Representing skills, the MALQ measured perceptions of the ability to (1) plan and evaluate performance, (2) direct attention, and (3) overcome listening problems. Representing knowledge, it measured strategic knowledge of (4) avoiding mentally translating speech and person knowledge of (5) maintaining positive attitudes about listening. The descriptive results showed that participants used their metacognition moderately. Of the subscales, they directed attention the most, planned and evaluated performance least, and perceived their ability to avoid mental translation, solve problems, and maintain optimism equivalently. The results from the hierarchical regression analysis further showed that vocabulary knowledge and metacognition overall predicted listening performance. Of the MALQ subscales, only person knowledge predicted comprehension. These findings indicate that, contrary to earlier findings, metacognition was important for listening comprehension after accounting for vocabulary knowledge.

THE EFFECT OF METACOGNITIVE INSTRUCTION ON MAXIMIZING EFL LEARNERS’ METACOGNITIVE AWARENESS IN LISTENING

2018 ◽  
Vol 7 (1) ◽  
pp. 8-17
Author(s):  
Mahsa Assadi
Keyword(s):  
Experimental Research ◽  
Listening Comprehension ◽  
Intervention Program ◽  
Metacognitive Awareness ◽  
Listening Test ◽  
Efl Learners ◽  
Metacognitive Instruction ◽  
Before And After ◽  
Comprehension Ability ◽  
The Impact

This study reports a pre-experimental research on the impact of metacognitive instruction on EFL learners’ metacognitive awareness and their listening performance. To obtain the goal of the study, a group of 30 Iranian intermediate EFL learners, including 14 males and 16 females, were selected randomly. Their ages range from 20 to 24. The participants took part in 16 weeks’ intervention program based on metacognitive pedagogical sequence consisted of five stages. The metacognitive awareness listening questionnaire (MALQ), and a listening test were also used to find changes in metacognitive awareness and listening performance before and after the treatment. The results of comparing pre and posttests scores revealed that metacognitive instruction raised the learners’ metacognitive awareness and helped them improve their listening comprehension ability.

Comparing the Effects of L1 and L2 Definition on Incidental Vocabulary Learning through Listening to Stories

2016 ◽  
Vol 7 (3) ◽  
pp. 604
Author(s):  
Seyed Mohammad Reza Amirian ◽  
Gholamreza Zareian ◽  
Sima Nour
Keyword(s):  
High School Students ◽  
Language Proficiency ◽  
Significant Loss ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
School Students ◽  
Efl Learners ◽  
Incidental Vocabulary ◽  
L1 And L2 ◽  
Target Words

Vocabulary is an essential component of language proficiency which provides the basis for learners’ performance in other skills. This study investigated the effect of three kinds of definition conditions, that is L1, L2, and L1+L2 on incidental vocabulary knowledge of EFL learners. To this aim, three experimental and one control groups took part in the current study so as to examine the effectiveness of definitions with 96 target words through listening. The participants were 74 fourth-grade high school students. Eight stories with each with 12 target words (total 96 words) were given to the learners. Participants in each group listened to eight short stories under one of the three mentioned conditions for experimental groups, with no definition offered for control group. They all answered vocabulary list, eight immediate post-tests and eight delayed posttests of vocabulary. The data were analyzed using t-tests and one-way ANOVA for both immediate and delayed post-tests. The results indicated that definition groups significantly outperformed the other group in terms of vocabulary acquisition on both immediate and delayed retention of target words. However, the findings showed a significant loss from the immediate to the delayed post-tests. These findings are discussed and implications are offered for foreign language syllabus designers and instructors.

scholarly journals The Relationship among Iranian EFL Learners’ Self-efficacy, Autonomy and Listening Comprehension Ability

2015 ◽  
Vol 8 (12) ◽  
pp. 158 ◽  
Author(s):  
Haleh Mojarrabi Tabrizi ◽  
Mahnaz Saeidi
Keyword(s):  
Language Proficiency ◽  
Self Efficacy ◽  
Listening Comprehension ◽  
Proficiency Test ◽  
Correlation Coefficients ◽  
Efficacy Beliefs ◽  
Self Report ◽  
Efl Learners ◽  
Comprehension Ability ◽  
Language Proficiency Test

<p>This study investigated the interrelationships among<strong> </strong>EFL learners’ self-efficacy, autonomy and listening comprehension ability. Ninety female learners of intermediate level participated in the study. They were between 16 and 24 years old. In order to obtain the required data on the three variables (i.e., self-efficacy, autonomy, and listening comprehension ability), the researchers, after administering a standard language proficiency test to ensure the participants’ homogeneity, used<em> </em>Listening Self-efficacy Beliefs Questionnaire, Listening Autonomy Questionnaire, and Listening Proficiency Test, respectively. First, the participants were asked to complete the two self-report scales, after which they were given a listening comprehension test to attain their listening comprehension ability. The data were analyzed using three Pearson’s Product-moment correlation coefficients to assess the relationships among the research variables. The findings revealed that there was a positive correlation among Iranian EFL learners’ listening self-efficacy beliefs, listening autonomy, and listening comprehension ability. Accordingly, it is suggested that building self-efficacy and autonomy in listening comprehension is crucial to ensure the success of EFL learners in listening comprehension.</p>

How Age, Linguistic Status, and the Nature of the Auditory Scene Alter the Manner in Which Listening Comprehension Is Achieved in Multitalker Conversations

2015 ◽  
Vol 58 (5) ◽  
pp. 1570-1591 ◽  
Author(s):  
Meital Avivi-Reich ◽  
Agnes Jakubczyk ◽  
Meredyth Daneman ◽  
Bruce A. Schneider
Keyword(s):  
Individual Differences ◽  
Language Proficiency ◽  
Language Comprehension ◽  
Listening Comprehension ◽  
Spatial Separation ◽  
Spoken Language ◽  
Vocabulary Knowledge ◽  
Speech Comprehension ◽  
Comprehension Skill ◽  
Auditory Scene

Purpose We investigated how age and linguistic status affected listeners' ability to follow and comprehend 3-talker conversations, and the extent to which individual differences in language proficiency predict speech comprehension under difficult listening conditions. Method Younger and older L1s as well as young L2s listened to 3-talker conversations, with or without spatial separation between talkers, in either quiet or against moderate or high 12-talker babble background, and were asked to answer questions regarding their contents. Results After compensating for individual differences in speech recognition, no significant differences in conversation comprehension were found among the groups. As expected, conversation comprehension decreased as babble level increased. Individual differences in reading comprehension skill contributed positively to performance in younger EL1s and in young EL2s to a lesser degree but not in older EL1s. Vocabulary knowledge was significantly and positively related to performance only at the intermediate babble level. Conclusion The results indicate that the manner in which spoken language comprehension is achieved is modulated by the listeners' age and linguistic status.

scholarly journals Exploring the relationships between L2 vocabulary knowledge, lexical segmentation, and L2 listening comprehension

2020 ◽  
Vol 10 (4) ◽  
pp. 723-749
Author(s):  
Kriss Lange ◽  
Joshua Matthews
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Word Level ◽  
Lexical Segmentation ◽  
Two Measures ◽  
L2 Listening ◽  
Japanese Learners ◽  
L2 Vocabulary

The capacity to perceive and meaningfully process foreign or second language (L2) words from the aural modality is a fundamentally important aspect of successful L2 listening. Despite this, the relationships between L2 listening and learners’ capacity to process aural input at the lexical level has received relatively little research focus. This study explores the relationships between measures of aural vocabulary, lexical segmentation and two measures of L2 listening comprehension (i.e., TOEIC & Eiken Pre-2) among a cohort of 130 tertiary level English as a foreign language (EFL) Japanese learners. Multiple regression modelling indicated that in combination, aural knowledge of vocabulary at the first 1,000-word level and lexical segmentation ability could predict 34% and 38% of total variance observed in TOEIC listening and Eiken Pre-2 listening scores respectively. The findings are used to provide some preliminary recommendations for building the capacity of EFL learners to process aural input at the lexical level.

scholarly journals The Effect of Note Taking vs. Summarizing Strategy on Iranian EFL Learners’ Listening Comprehension

2018 ◽  
Vol 7 (2) ◽  
pp. 42
Author(s):  
Mehri Khavazi ◽  
Mandana Yousefi ◽  
Naeemeh Kharaghani
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Listening Comprehension ◽  
Note Taking ◽  
Depth Of Processing ◽  
Efl Learners ◽  
Listening Strategies ◽  
Output Hypothesis

This study, specifically, investigated the effect of note taking and summarizing strategies on Iranian EFL learners’ listening comprehension. The study aimed at investigating the effects of note taking and summarizing on listening comprehension of Iranian EFL learners. The participants of the study included 75 female language learners in Bojnord who were homogenized in terms of language proficiency. They were divided into two experimental and onecontrol groups. ANCOVA test was used to analyze the effect of instructing listening strategies on the students’ listening comprehension. The results revealed that both note taking and summarizing strategies were effective in enhancing Iranian EFL learners’ listening comprehension performance. In addition, it was found that summarizing strategy was more effective than note taking strategy in improving students’listening comprehension. In terms of theoretical implications, the results of the study contribute to the validity of such theories like depth of processing, output hypothesis, and noticing hypothesis.

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