The Relationship between Presage and Process: The Role of ID Variables, L2 Listening Learning Beliefs and Listening Strategies on Comprehension

Autor/in	Nix, John-Michael L.
Titel	The Relationship between Presage and Process: The Role of ID Variables, L2 Listening Learning Beliefs and Listening Strategies on Comprehension
Quelle	In: International Journal of Listening, 35 (2021) 2, S.75-99 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nix, John-Michael L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-4018
DOI	10.1080/10904018.2017.1398651
Schlagwörter	Correlation; Listening Comprehension; Case Studies; Individual Differences; Learning Theories; Second Language Learning; Gender Differences; Second Language Instruction; English (Second Language); Teaching Methods; Language Teachers; Native Speakers; Undergraduate Students; Listening Comprehension Tests; Test Items; Item Analysis; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Korrelation; Hörverständnis; Case study; Fallstudie; Case Study; Individueller Unterschied; Learning theory; Lerntheorie; Zweitsprachenerwerb; Geschlechterkonflikt; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Muttersprachler; Hörverstehensübung; Test content; Testaufgabe; Itemanalyse; Ausland
Abstract	The relationship between second language (L2) listening presage and process variables was examined in a large cross-sectional study. A formal model of learning beliefs was adapted to create a structural equation model testing the interrelationships of individual difference (gender, practice, experience with native teachers) and trait variables (listening learning beliefs, habitual strategy use) with listening comprehension. In addition, previously developed L2 listening learning belief and listening strategy scales were cross-validated. Significant multivariate relations among the learner-specific variables, L2 listening beliefs, listening strategies, and listening comprehension were identified, corroborating formal theories of learning beliefs and learning behaviors. The listening beliefs and strategies constitute multidimensional constructs, with their respective dimensions independently relating to other model constructs. Additional direct effects not described by theory were witnessed. Implications for listening theory are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01