LANGUAGE TEACHING AND EDUCATIONAL RESEARCH, cilt.4, sa.2, ss.121-147, 2021 (Hakemli Dergi)
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 on L2 listening
comprehension. It seeks an answer to what proportion of the variance in listening
comprehension is explained by general L2 proficiency, L2 vocabulary knowledge and
metacognition among intermediate-level adult Turkish EFL learners. A total of 99
intermediate-level adult Turkish EFL learners, studying at Anadolu University School
of Foreign Languages (AUSFL) participated in the present study. Data were gathered
using Oxford Quick Placement test (OQPT), the New Vocabulary Levels Test (NVLT)
(McLean & Kramer, 2015), a researcher designed Listening Comprehension Test (LCT)
and Metacognitive Awareness Listening Questionnaire (MALQ) (Vandergrift et al.,
2006). Results reveal that vocabulary knowledge and some sub-components of the
MALQ (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.