Investigating the Role of Cognitive Variables in Second Language Learners' Listening Comprehension: Aptitude and Metacognitive Awareness

Autor/inn/en	Sok, Sarah; Shin, Hye Won
Titel	Investigating the Role of Cognitive Variables in Second Language Learners' Listening Comprehension: Aptitude and Metacognitive Awareness
Quelle	In: International Journal of Listening, 36 (2022) 2, S.138-151 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sok, Sarah) ORCID (Shin, Hye Won)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-4018
DOI	10.1080/10904018.2021.1954926
Schlagwörter	Individual Differences; Second Language Learning; Listening Comprehension; English (Second Language); Metacognition; Language Proficiency; Correlation; Predictor Variables; Foreign Countries; Grade 6; Elementary School Students; Language Aptitude; South Korea; Modern Language Aptitude Test; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Individueller Unterschied; Zweitsprachenerwerb; Hörverständnis; English as second language; English; Second Language; Englisch als Zweitsprache; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Language skill; Language skills; Sprachkompetenz; Korrelation; Prädiktor; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; Sprachbegabung; Spracheignung; Korea; Republik; WIAT; Eignungsprüfung; Eignungstest
Abstract	The influence of individual difference variables on second language (L2) listening comprehension has been an area of research that has been gaining renewed attention in recent years. The current study investigated the effects of two cognitive variables, aptitude and metacognitive awareness, on 107 native-Korean, English as a foreign language learners' listening comprehension. Moreover, the study examined whether metacognitive awareness mediated the relationship between aptitude and L2 listening comprehension. Both aptitude and metacognitive awareness were found to have statistically significant positive correlations (r = 0.58 and 0.37, respectively) with L2 listening comprehension, and they were also significant predictors of L2 listening, collectively explaining 41% of the variance in L2 listening performance. Furthermore, metacognitive awareness mediated the relationship between aptitude and L2 listening comprehension. These findings suggest that cognitive learner variables play a significant and interdependent role in L2 listening comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01