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The Role of Linguistic Knowledge and Listening Strategies in Bottom-up and Top-down Processing of L2 Listening KCI 등재 SCOPUS

  • 언어ENG
  • URLhttps://db.koreascholar.com/Article/Detail/374225
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영어교육 (English Teaching)
한국영어교육학회 (The Korea Association of Teachers of English)
초록

This study investigated the relative contributions of linguistic knowledge and strategy use to L2 listening success, especially in bottom-up and top-down dominant listening tasks. Participants (n = 130) were Korean college students in a required listening course. The tested variables for linguistic knowledge were sentence processing speed, grammar, receptive vocabulary, and productive vocabulary. Listening strategy use was measured with a metacognitive awareness listening questionnaire. We hypothesized that linguistic knowledge will make greater contributions to Bottom-Up-Listening-Comprehension (BULC) than to Top-Down-Listening Comprehension (TDLC), and different aspects of strategies will be accessed in each comprehension type due to different psycholinguistic features of the tasks. A series of stepwise multiple regressions were conducted and confirmed our prediction. The unique variance explained by linguistic knowledge was 27.8% in BULC, but 22.4% in TDLC. Strategy items that address problem solving and mental translation were significantly related to BULC, while items dealing with directed attention and person knowledge had significant explanatory power for TDLC.

목차
Abstract
 1. INTRODUCTION
 2. LITERATURE REVIEW
 3. METERIALS AND METHOD
 4. RESULTS
 5. DISCUSSION
 6. CONCLUSION
 REFERENCES
저자
  • Eunjou Oh(University of Seoul)
  • Chong Min Lee(University of Seoul)