Research Article
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Year 2021, Volume: 4 Issue: 2, 121 - 147, 25.12.2021
https://doi.org/10.35207/later.959970

Abstract

References

  • Adolphs, S., & Schmitt, N. (2003). Lexical coverage in spoken discourse. Applied Linguistics, 24, 425-438.
  • Aldera, A. S. (2015). Investigating Multimedia Strategies to Aid L2 Listening Comprehension in EFL Environment. Theory and Practice in Language Studies, 5(10), 1983-1988. DOI: http://dx.doi.org/10.17507/tpls.0510.02
  • Andringa, A., Olsthoorn, N., van Beuningen, C., Schoonen R., & Hulstijn, J. (2012). Determinants of Success in Native and Non-Native Listening Comprehension: An Individual Differences Approach. Language Learning, 62(2), 49-78.
  • Becker, A. (2016). L2 students' performance on listening comprehension items targeting local and global information. Journal of English for Academic Purposes, 24, 1-13. http://dx.doi.org/10.1016/j.jeap.2016.07.004
  • Becker, S. R., & Sturm, J. L. (2017). Effects of Audiovisual Media on L2 Listening Comprehension: A Preliminary Study in French. Computer Assisted Language Instruction Consortium Journal, 34(2), 147-177. DOI: http://dx.doi.org/10.17507/tpls.0510.02
  • Behrens, U., & Eriksson, B. (2009). Zuhören ist Gold. Der Kompetenzbereich “Sprechen und Zuhören” [Listening is gold: The role of speaking and listening skills]. Grundschule, 5, 10–13.
  • Bonk, W. J. (2000). Second Language Lexical Knowledge and Listening Comprehension. International Journal of Listening, 14(1), 14-31. DOI: 10.1080/10904018.2000.10499033
  • Brown, H. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). New York: Longman.
  • Brunfaut, T., & Revesz, A. (2015). The Role of Task and Listener Characteristics in Second Language Listening. TESOL Quarterly, 49(1), 141-168.
  • Buck, G. (2001). Assessing listening. Cambridge: Cambridge University Press.
  • Chang, A. C-S. (2007). The impact of vocabulary preparation on L2 listening comprehension, confidence and strategy use. System, 35, 534-550.
  • Chastain, K. (1988). Developing second language skills: Theory and practice (3rd ed.). Florida: Harcourt Brace Jovanovich.
  • Dewaele, J. M., Petrides, K. V., & Furnham, A. (2008). The effects of trait emotional intelligence and socio-biographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: A review and empirical investigation. Language Learning, 58(4), 911e960.
  • Dunkel, P. (1991). Listening in the native and second/foreign language: toward an integration of research and practice. TESOL Quarterly, 25, 431-457.
  • Ferris, D. (1998). Students’ Views of Academic Aural/Oral Skills: A Comparative Needs Analysis. TESOL Quarterly, 32(2), 289-318.
  • Field, J. (2008). Listening in the language classroom. Cambridge: Cambridge University Press.
  • Goh, C. C. M. (2000). A cognitive perspective on language learners’ comprehension problems. System, 28, 55-75
  • Graham, S. (2011). Self-efficacy and academic listening. Journal of English for Academic Purposes, 10, 113-117.
  • Griffiths, R. (1992). Speech Rate and Listening Comprehension: Further Evidence of the Relationship. TESOL Quarterly, 26, 385-391.
  • Hagen, M., & Huber, L. (2010). Wie kann Zuhören gefördert werden? Ansatz und Erfahrungen aus Schule und Kindergarten [Promoting listening: Experiences and approaches from school and kindergarten]. In V. Bernius & M. Imhof (Eds.), Zuhörkompetenz in Unterricht und Schule (pp. 183–203). Göttingen, Germany: Vandenhoeck & Ruprecht.
  • Henrichsen, L. E. (1984). Sandhi-Variation: A Filter of Input for Learners of ESL. Language Learning, 34, 103-126.
  • Hulstijn, J. H. (2003). Connectionist models of language processing and the training of listening skills with the aid of multimedia software. Computer Assisted Language Learning, 16, 413-425.
  • Kassem, H. M. (2015). The Relationship between Listening Strategies Used by Egyptian EFL College Sophomores and Their Listening Comprehension and Self- Efficacy. English Language Teaching, 8 (2), 153-169. doi:10.5539/elt.v8n2p153
  • Kazemi, A., & Kiamarsi, S. (2017). An Investigation into Listening Comprehension Strategies and the Relationship between Listening Comprehension Strategies and Overall Proficiency Level of Intermediate and Advanced Learners. Journal of Language Teaching and Research, 8 (1), 149-156. DOI: http://dx.doi.org/10.17507/jltr.0801.18
  • Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York: Longman.
  • Li, W. (2013). A Study of Metacognitive Awareness of Non-English Majors in L2 Listening. Journal of Language Teaching and Research, 4 (3), 504-510. doi:10.4304/jltr.4.3.504-510
  • Macaro, E., Graham, S., & Vanderplank, R. (2007). A review of listening strategies: focus on sources of knowledge and success. In A. Cohen, & E. Macaro (Eds.), Language learner strategies: 30 years of research and practice (pp. 165e185). Oxford: Oxford University Press.
  • Markham, P. L. (1988). Gender Differences and the Perceived Expertness of the Speaker as Factors in ESL Listening Recall. TESOL Quarterly, 22, 397-406.
  • Matthews, J., & Cheng, J. (2015). Recognition of high frequency words from speech as a predictor of L2 listening comprehension. System, 52, 1-13. http://dx.doi.org/10.1016/j.system.2015.04.015Mecartty (2000)
  • Mendelsohn, D. J. (1998). Teaching listening. Annual Review of Applied Linguistics, 18, 81-101.
  • Mehrpour, S., & Rahimi, M. (2010). The impact of general and specific vocabulary knowledge on reading and listening comprehension: A case of Iranian EFL learners. System, 38, 292-300. doi:10.1016/j.system.2010.01.004
  • Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: SE, anxiety and their relation to reading and listening proficiency. Foreign Language Annals, 39, 276-293.

  • Morley, J. (1999). Current perspectives on improving aural comprehension. ESL Magazine, 2(1), 16-19.
  • Nunan, D. (1999). Second language teaching and learning. Massachusettes: Heinle & Heinle Publishers.
  • Oh, E., & Lee, C. M. (2014). The Role of Linguistic Knowledge and Listening Strategies in Bottom-up and Top-down Processing of L2 Listening. English Teaching, 69 (2), 149-173.
  • Perez, M.M., Peters, E., & Desmet, P. (2013). Is less more? Effectiveness and perceived usefulness of keyword and full captioned video for L2 listening comprehension. ReCALL, 26 (1), 21-43. doi:10.1017/S0958344013000256
  • Peterson, P.W. (2001). Skills and strategies for proficient listening. In M. Celce-Murcia(Ed.), Teaching English as a second or foreign language (pp. 87-101). Boston, MA: Heinle & Heinle.
  • Robin (2007). Commentary-learner based listening and technological authenticity. Language Learning & Technology, 11, 109-115.
  • Rost, M. (2002). Teaching and researching listening. London, UK: Longman.
  • Rost, M. (2011). Teaching and researching listening (2nd ed.). UK: Pearson Education Limited.
  • Rubin, J. (1994). A Review of Second Language Listening Comprehension Research. Modern Language Journal, 78 (2), 199-221.
  • Sağlam, S. (2014). The Role of Vocabulary Breadth, Syntactic Knowledge, and Listening Strategy Use on Listening Comprehension. Route Educational and Social Science Journal, 1 (2), 54-72.
  • Stæhr, L. S. (2009). Vocabulary Knowledge and Advanced Listening Comprehension in English as a Foreign Language. Studies in Second Language Acquisition, 31, 577-707. doi:10.1017/S0272263109990039
  • Suvorov, R. (2015). The use of eye tracking in research on video-based second language (L2) listening assessment: A comparison of context videos and content videos. Language Testing, 32 (4), 463-483. DOI: 10.1177/0265532214562099
  • Teng, F. (2016). An In-depth Investigation into the Relationship between Vocabulary Knowledge and Academic Listening Comprehension. The Electronic Journal for English as a Second Language, 20 (2), 1-17.
  • Tresch, C. (2009). Zuhören, was ist das? [Listening? What is that?] Buch Und Maus, 3, 8–11.
  • Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 53(3), 168-176.
  • Vandergrift, L. (2006). Second Language Listening: Listening Ability or Language Proficiency? The Modern Language Journal, 90, 6-18.
  • Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study. Language Learning, 60 (2), 470-497. DOI: 10.1111/j.1467-9922.2009.00559.x
  • Vandergrift, L., & Baker, S. (2015). Learner Variables in Second Language Listening Comprehension: An Exploratory Path Analysis. Language Learning, 65 (2), 390-416. DOI: 10.1111/lang.12105
  • Vogely, A. J. (1998). Listening comprehension anxiety: Students’ reported sources and solutions. Foreign Language Annals, 31, 67–80. doi:10.1111/j.1944-9720.1998. tb01333.x
  • Wang, S. (2015). An Empirical Study on the Role of Vocabulary Knowledge in EFL Listening Comprehension. Theory and Practice in Language Studies, 5 (5), 989-995. DOI: http://dx.doi.org/10.17507/tpls.0505.14
  • Wang, Y., & Treffers-Daller, J. (2017). Explaining listening comprehension among L2 learners of English: The contribution of general language proficiency, vocabulary knowledge and metacognitive awareness. System, 65, 139-150. http://dx.doi.org/10.1016/j.system.2016.12.013
  • Wolfgramm, C., Suter, N., & Göksel, E. (2016). Examining the Role of Concentration, Vocabulary and Self-concept in Listening and Reading Comprehension. The International Journal of Listening, 30 (1-2), 25-46. DOI: 10.1080/10904018.2015.1065746
  • Wolvin, A. D., & Coakley, C. G. (1988). Listening (3rd Ed.). Dubuque, IA: Wm. C. Brown.
  • Yeldam, M. (2015). Second Language Listening Instruction: Comparing a Strategies-Based Approach with an Interactive, Strategies/ Bottom-Up Skills Approach. TESOL Quarterly, 50 (2), 394-420.
  • Zeeland, H. V., & Schmitt, N. (2013). Lexical Coverage in L1 and L2 Listening Comprehension: The Same or Different from Reading Comprehension? Applied Linguistics, 34 (4), 457-479. doi:10.1093/applin/ams074
  • Zuo, X. (2013). 英语听力理解策略与听力水平的相关性研究 (The relevant research on English listening comprehension strategies and listening levels). July 学科探索 (Disciplines Exploration), 50-51.

Explaining Listening Comprehension among Turkish EFL Learners: The Contribution of General Language Proficiency, Vocabulary Knowledge and Metacognitive Awareness

Year 2021, Volume: 4 Issue: 2, 121 - 147, 25.12.2021
https://doi.org/10.35207/later.959970

Abstract

The present study investigates the impact of individual differences in language knowledge, namely general L2 proficiency and L2 vocabulary knowledge, and metacognitive awareness of strategies used in the listening process. It seeks an answer to what proportion of the variance in intermediate-level adult Turkish EFL learners’ listening comprehension is explained by general L2 language proficiency, L2 vocabulary knowledge and metacognition. A total of 99 intermediate-level adult Turkish EFL learners, studying at Anadolu University School of Foreign Languages (AUSFL) participated in the present study. Data were gathered using Oxford Quick Placement test (OQPT), the New Vocabulary Levels Test (NVLT) (McLean & Kramer, 2015), a researcher designed Listening Comprehension Test (LCT) and Metacognitive Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh & Mareschal, 2006). Results reveal that vocabulary knowledge and some sub-components of the MALQ (Person Knowledge, Problem Solving and Directed Attention) play a significant role in L2 listening comprehension. The results are interpreted and discussed within the light of the previous research, and a number of pedagogical implications are suggested accordingly.

References

  • Adolphs, S., & Schmitt, N. (2003). Lexical coverage in spoken discourse. Applied Linguistics, 24, 425-438.
  • Aldera, A. S. (2015). Investigating Multimedia Strategies to Aid L2 Listening Comprehension in EFL Environment. Theory and Practice in Language Studies, 5(10), 1983-1988. DOI: http://dx.doi.org/10.17507/tpls.0510.02
  • Andringa, A., Olsthoorn, N., van Beuningen, C., Schoonen R., & Hulstijn, J. (2012). Determinants of Success in Native and Non-Native Listening Comprehension: An Individual Differences Approach. Language Learning, 62(2), 49-78.
  • Becker, A. (2016). L2 students' performance on listening comprehension items targeting local and global information. Journal of English for Academic Purposes, 24, 1-13. http://dx.doi.org/10.1016/j.jeap.2016.07.004
  • Becker, S. R., & Sturm, J. L. (2017). Effects of Audiovisual Media on L2 Listening Comprehension: A Preliminary Study in French. Computer Assisted Language Instruction Consortium Journal, 34(2), 147-177. DOI: http://dx.doi.org/10.17507/tpls.0510.02
  • Behrens, U., & Eriksson, B. (2009). Zuhören ist Gold. Der Kompetenzbereich “Sprechen und Zuhören” [Listening is gold: The role of speaking and listening skills]. Grundschule, 5, 10–13.
  • Bonk, W. J. (2000). Second Language Lexical Knowledge and Listening Comprehension. International Journal of Listening, 14(1), 14-31. DOI: 10.1080/10904018.2000.10499033
  • Brown, H. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). New York: Longman.
  • Brunfaut, T., & Revesz, A. (2015). The Role of Task and Listener Characteristics in Second Language Listening. TESOL Quarterly, 49(1), 141-168.
  • Buck, G. (2001). Assessing listening. Cambridge: Cambridge University Press.
  • Chang, A. C-S. (2007). The impact of vocabulary preparation on L2 listening comprehension, confidence and strategy use. System, 35, 534-550.
  • Chastain, K. (1988). Developing second language skills: Theory and practice (3rd ed.). Florida: Harcourt Brace Jovanovich.
  • Dewaele, J. M., Petrides, K. V., & Furnham, A. (2008). The effects of trait emotional intelligence and socio-biographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: A review and empirical investigation. Language Learning, 58(4), 911e960.
  • Dunkel, P. (1991). Listening in the native and second/foreign language: toward an integration of research and practice. TESOL Quarterly, 25, 431-457.
  • Ferris, D. (1998). Students’ Views of Academic Aural/Oral Skills: A Comparative Needs Analysis. TESOL Quarterly, 32(2), 289-318.
  • Field, J. (2008). Listening in the language classroom. Cambridge: Cambridge University Press.
  • Goh, C. C. M. (2000). A cognitive perspective on language learners’ comprehension problems. System, 28, 55-75
  • Graham, S. (2011). Self-efficacy and academic listening. Journal of English for Academic Purposes, 10, 113-117.
  • Griffiths, R. (1992). Speech Rate and Listening Comprehension: Further Evidence of the Relationship. TESOL Quarterly, 26, 385-391.
  • Hagen, M., & Huber, L. (2010). Wie kann Zuhören gefördert werden? Ansatz und Erfahrungen aus Schule und Kindergarten [Promoting listening: Experiences and approaches from school and kindergarten]. In V. Bernius & M. Imhof (Eds.), Zuhörkompetenz in Unterricht und Schule (pp. 183–203). Göttingen, Germany: Vandenhoeck & Ruprecht.
  • Henrichsen, L. E. (1984). Sandhi-Variation: A Filter of Input for Learners of ESL. Language Learning, 34, 103-126.
  • Hulstijn, J. H. (2003). Connectionist models of language processing and the training of listening skills with the aid of multimedia software. Computer Assisted Language Learning, 16, 413-425.
  • Kassem, H. M. (2015). The Relationship between Listening Strategies Used by Egyptian EFL College Sophomores and Their Listening Comprehension and Self- Efficacy. English Language Teaching, 8 (2), 153-169. doi:10.5539/elt.v8n2p153
  • Kazemi, A., & Kiamarsi, S. (2017). An Investigation into Listening Comprehension Strategies and the Relationship between Listening Comprehension Strategies and Overall Proficiency Level of Intermediate and Advanced Learners. Journal of Language Teaching and Research, 8 (1), 149-156. DOI: http://dx.doi.org/10.17507/jltr.0801.18
  • Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York: Longman.
  • Li, W. (2013). A Study of Metacognitive Awareness of Non-English Majors in L2 Listening. Journal of Language Teaching and Research, 4 (3), 504-510. doi:10.4304/jltr.4.3.504-510
  • Macaro, E., Graham, S., & Vanderplank, R. (2007). A review of listening strategies: focus on sources of knowledge and success. In A. Cohen, & E. Macaro (Eds.), Language learner strategies: 30 years of research and practice (pp. 165e185). Oxford: Oxford University Press.
  • Markham, P. L. (1988). Gender Differences and the Perceived Expertness of the Speaker as Factors in ESL Listening Recall. TESOL Quarterly, 22, 397-406.
  • Matthews, J., & Cheng, J. (2015). Recognition of high frequency words from speech as a predictor of L2 listening comprehension. System, 52, 1-13. http://dx.doi.org/10.1016/j.system.2015.04.015Mecartty (2000)
  • Mendelsohn, D. J. (1998). Teaching listening. Annual Review of Applied Linguistics, 18, 81-101.
  • Mehrpour, S., & Rahimi, M. (2010). The impact of general and specific vocabulary knowledge on reading and listening comprehension: A case of Iranian EFL learners. System, 38, 292-300. doi:10.1016/j.system.2010.01.004
  • Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: SE, anxiety and their relation to reading and listening proficiency. Foreign Language Annals, 39, 276-293.

  • Morley, J. (1999). Current perspectives on improving aural comprehension. ESL Magazine, 2(1), 16-19.
  • Nunan, D. (1999). Second language teaching and learning. Massachusettes: Heinle & Heinle Publishers.
  • Oh, E., & Lee, C. M. (2014). The Role of Linguistic Knowledge and Listening Strategies in Bottom-up and Top-down Processing of L2 Listening. English Teaching, 69 (2), 149-173.
  • Perez, M.M., Peters, E., & Desmet, P. (2013). Is less more? Effectiveness and perceived usefulness of keyword and full captioned video for L2 listening comprehension. ReCALL, 26 (1), 21-43. doi:10.1017/S0958344013000256
  • Peterson, P.W. (2001). Skills and strategies for proficient listening. In M. Celce-Murcia(Ed.), Teaching English as a second or foreign language (pp. 87-101). Boston, MA: Heinle & Heinle.
  • Robin (2007). Commentary-learner based listening and technological authenticity. Language Learning & Technology, 11, 109-115.
  • Rost, M. (2002). Teaching and researching listening. London, UK: Longman.
  • Rost, M. (2011). Teaching and researching listening (2nd ed.). UK: Pearson Education Limited.
  • Rubin, J. (1994). A Review of Second Language Listening Comprehension Research. Modern Language Journal, 78 (2), 199-221.
  • Sağlam, S. (2014). The Role of Vocabulary Breadth, Syntactic Knowledge, and Listening Strategy Use on Listening Comprehension. Route Educational and Social Science Journal, 1 (2), 54-72.
  • Stæhr, L. S. (2009). Vocabulary Knowledge and Advanced Listening Comprehension in English as a Foreign Language. Studies in Second Language Acquisition, 31, 577-707. doi:10.1017/S0272263109990039
  • Suvorov, R. (2015). The use of eye tracking in research on video-based second language (L2) listening assessment: A comparison of context videos and content videos. Language Testing, 32 (4), 463-483. DOI: 10.1177/0265532214562099
  • Teng, F. (2016). An In-depth Investigation into the Relationship between Vocabulary Knowledge and Academic Listening Comprehension. The Electronic Journal for English as a Second Language, 20 (2), 1-17.
  • Tresch, C. (2009). Zuhören, was ist das? [Listening? What is that?] Buch Und Maus, 3, 8–11.
  • Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 53(3), 168-176.
  • Vandergrift, L. (2006). Second Language Listening: Listening Ability or Language Proficiency? The Modern Language Journal, 90, 6-18.
  • Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study. Language Learning, 60 (2), 470-497. DOI: 10.1111/j.1467-9922.2009.00559.x
  • Vandergrift, L., & Baker, S. (2015). Learner Variables in Second Language Listening Comprehension: An Exploratory Path Analysis. Language Learning, 65 (2), 390-416. DOI: 10.1111/lang.12105
  • Vogely, A. J. (1998). Listening comprehension anxiety: Students’ reported sources and solutions. Foreign Language Annals, 31, 67–80. doi:10.1111/j.1944-9720.1998. tb01333.x
  • Wang, S. (2015). An Empirical Study on the Role of Vocabulary Knowledge in EFL Listening Comprehension. Theory and Practice in Language Studies, 5 (5), 989-995. DOI: http://dx.doi.org/10.17507/tpls.0505.14
  • Wang, Y., & Treffers-Daller, J. (2017). Explaining listening comprehension among L2 learners of English: The contribution of general language proficiency, vocabulary knowledge and metacognitive awareness. System, 65, 139-150. http://dx.doi.org/10.1016/j.system.2016.12.013
  • Wolfgramm, C., Suter, N., & Göksel, E. (2016). Examining the Role of Concentration, Vocabulary and Self-concept in Listening and Reading Comprehension. The International Journal of Listening, 30 (1-2), 25-46. DOI: 10.1080/10904018.2015.1065746
  • Wolvin, A. D., & Coakley, C. G. (1988). Listening (3rd Ed.). Dubuque, IA: Wm. C. Brown.
  • Yeldam, M. (2015). Second Language Listening Instruction: Comparing a Strategies-Based Approach with an Interactive, Strategies/ Bottom-Up Skills Approach. TESOL Quarterly, 50 (2), 394-420.
  • Zeeland, H. V., & Schmitt, N. (2013). Lexical Coverage in L1 and L2 Listening Comprehension: The Same or Different from Reading Comprehension? Applied Linguistics, 34 (4), 457-479. doi:10.1093/applin/ams074
  • Zuo, X. (2013). 英语听力理解策略与听力水平的相关性研究 (The relevant research on English listening comprehension strategies and listening levels). July 学科探索 (Disciplines Exploration), 50-51.
There are 58 citations in total.

Details

Primary Language English
Subjects Language Studies, Other Fields of Education
Journal Section Research Articles
Authors

Fatma Aydın 0000-0002-4625-7122

Publication Date December 25, 2021
Acceptance Date July 31, 2021
Published in Issue Year 2021 Volume: 4 Issue: 2

Cite

APA Aydın, F. (2021). Explaining Listening Comprehension among Turkish EFL Learners: The Contribution of General Language Proficiency, Vocabulary Knowledge and Metacognitive Awareness. Language Teaching and Educational Research, 4(2), 121-147. https://doi.org/10.35207/later.959970