摘要：This study investigated the contribution of word recognition from speech (WRS),
syntactic knowledge, metacognitive awareness, self-efficacy to L2 listening
comprehension among 92 students in English department, UIN Maulana Malik
Ibrahim Malang Indonesia. This study applied Multiple Regression. The
instruments consisted of tests and questionnaires. The tests were WRS,
Grammaticality judgement and sentence comprehension as two components of
proceduralized syntactic knowledge, and L2 listening comprehension test.
Questionnaires of metacognitive awareness and self-efficacy in listening were also
involved. The results of multiple regression analysis (determination coefficient)
showed that word recognition from speech 3000 frequency range, syntactic
knowledge (grammar and sentence comprehension test), metacognitive awareness,
self-efficacy significantly determined L2 listening comprehension. The scores of
word Recognition at the 1000 and 2000 frequency word level gave very little
unique predictive to the regression model. This finding suggested that all variables
should be promoted in learning process for students' successful L2 listening
comprehension.
