期刊名称：International Journal of Applied Linguistics and English Literature
印刷版ISSN：2200-3592
电子版ISSN：2200-3452
出版年度：2014
卷号：3
期号：6
页码：234-242
DOI：10.7575/aiac.ijalel.v.3n.6p.234
出版社：Australian International Academic Centre PTY. LTD.
摘要：This paper aims to give a comprehensive account of the roles of metacognitive strategy awareness and proficiency level in EFL Learners’ listening comprehension performance. 147 EFL learners were selected and divided into three language proficiency levels according to their scores on Oxford Placement Test (2004). Based on Metacognitive Awareness Listening Questionnaire, they were divided into five groups. To check their listening skill, three listening tests were designed and estimated as both reliable and valid. Besides, a think-aloud procedure was also conducted. The two-way ANOVA demonstrated that: metacognitive listening strategy awareness and language proficiency had independently significant roles in the learners’ listening comprehension. Results of post-hoc Scheffe test located a significant role of metacognitive awareness in ‘problem-solving’ and ‘planning-evaluation’ groups. Results showed a significant difference in listening performance of elementary-limited and intermediate learners only. The results which promise theoretical and pedagogical implications for language teachers and syllabus designers are fully discussed.
其他摘要：This paper aims to give a comprehensive account of the roles of metacognitive strategy awareness and proficiency level in EFL Learners’ listening comprehension performance. 147 EFL learners were selected and divided into three language proficiency levels according to their scores on Oxford Placement Test (2004). Based on Metacognitive Awareness Listening Questionnaire, they were divided into five groups. To check their listening skill, three listening tests were designed and estimated as both reliable and valid. Besides, a think-aloud procedure was also conducted. The two-way ANOVA demonstrated that: metacognitive listening strategy awareness and language proficiency had independently significant roles in the learners’ listening comprehension. Results of post-hoc Scheffe test located a significant role of metacognitive awareness in ‘problem-solving’ and ‘planning-evaluation’ groups. Results showed a significant difference in listening performance of elementary-limited and intermediate learners only. The results which promise theoretical and pedagogical implications for language teachers and syllabus designers are fully discussed.
