title: Second and foreign language listening: unraveling the construct.
abstract: Identifying the variables which contribute to second and foreign language (L2) listening ability can provide a better understanding of the listening construct. This study explored the degree to which first language (L1) listening ability, L2 proficiency, motivation and metacognition contribute to L2 listening comprehension. 115 Persian-speaking English as a Foreign Language (EFL) university students completed a motivation questionnaire, the Language Learning Motivation Orientation Scale, a listening questionnaire, the Metacognitive Awareness Listening Questionnaire, and an English-language proficiency measure, as well as listening tests in English and Persian. Scores from all measures were subjected to descriptive, inferential, and correlational analyses. The results support the hypothesis that variability in L2 listening cannot be explained by either L2 proficiency or L1 listening ability; rather, a cluster of variables including L2 proficiency, L1 listening ability, metacognitive knowledge and motivation orientations can better explain variability in L2 listening ability.
authors.affiliation: Faculty of Education, University of Ottawa, ON, Canada.
authors.forename: Marzieh H
authors.initials: MH
authors.lastname: Tafaghodtari
authors.forename: Larry
authors.initials: L
authors.lastname: Vandergrift
mesh_terms: D000328:Adult; D001076:Aptitude; D001307:Auditory Perception; D001364:Awareness; D003071:Cognition; D032882:Comprehension; D005260:Female; D006801:Humans; D007492:Iran; D007807:Language Tests; D008037:Linguistics; D008297:Male; D008960:Models, Psychological; D009042:Motivation; D019303:Multilingualism; D012660:Semantics; D013067:Speech Perception; D013334:Students / Q000523:psychology / Q000706:statistics & numerical data; D014495:Universities; D014705:Verbal Behavior