Investigating Learners' Listening Comprehension Strategy Awareness and Its Implications for Language Learning

Autor/in	Kök, Izzettin
Titel	Investigating Learners' Listening Comprehension Strategy Awareness and Its Implications for Language Learning
Quelle	In: Language Teaching Research Quarterly, 33 (2023), S.132-149 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Listening Comprehension; Learning Strategies; Second Language Learning; Second Language Instruction; Language Proficiency; Undergraduate Students; Correlation; Foreign Countries; Language Tests; Achievement Tests; Rating Scales; Guidelines; Metacognition; Measures (Individuals); Turkish; Native Language; English (Second Language); Likert Scales; Student Attitudes; Turkey + Suchen Sie Ihr Suchwort? Hörverständnis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Korrelation; Ausland; Language test; Sprachtest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rating-Skala; Richtlinien; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Messdaten; Türkisch; English as second language; English; Second Language; Englisch als Zweitsprache; Likert-Skala; Schülerverhalten; Türkei
Abstract	In recent years, the importance of listening when becoming communicatively competent in a new language has been increasingly recognized, and authors such as Richards (2002; 2005) have responded to this awareness by producing material specifically designed to meet this need. In order to develop listening proficiency, other authors (e.g. Vandergrift, 1999) have investigated listening strategies. It is possible that other factors might also influence learners' listening competence and their strategy choices. The study reported here aimed at finding the relationship between learners' listening strategy use and listening comprehension achievement concerning their proficiency level, gender, and field of study. The population of the study included 322 university students (99 males, 223 females) at B2 level of proficiency according to the Common European Framework of Reference, who were studying to specialize in Nursing, Physiotherapy and Rehabilitation, and Psychology in a university in Izmir, Turkey. Data were collected through a listening strategy inventory applied to measure learners' use of metacognitive, cognitive and socioaffective strategies and a listening comprehension achievement test. Statistical analyses of the data revealed statistically significant positive correlations between listening strategy use and listening comprehension achievement (higher achievers used strategies more frequently). There were also significant differences between listening comprehension achievement and listening strategy use with regard to the aforementioned variables. (As Provided).
Anmerkungen	European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01