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

Authors : Fatma AYDIN

Pages : 121-147

Doi:10.35207/later.959970

View : 13 | Download : 10

Publication Date : 2021-12-25

Article Type : Research Paper

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 insert ignore into journalissuearticles values(AUSFL); participated in the present study. Data were gathered using Oxford Quick Placement test insert ignore into journalissuearticles values(OQPT);, the New Vocabulary Levels Test insert ignore into journalissuearticles values(NVLT); insert ignore into journalissuearticles values(McLean & Kramer, 2015);, a researcher designed Listening Comprehension Test insert ignore into journalissuearticles values(LCT); and Metacognitive Awareness Listening Questionnaire insert ignore into journalissuearticles values(MALQ); insert ignore into journalissuearticles values(Vandergrift, Goh & Mareschal, 2006);. Results reveal that vocabulary knowledge and some sub-components of the MALQ insert ignore into journalissuearticles values(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.
Keywords : listening comprehension, vocabulary knowledge, metacognitive awareness, language teaching