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.

Abstract
 1. INTRODUCTION
 2. LITERATURE REVIEW
 3. METERIALS AND METHOD
 4. RESULTS
 5. DISCUSSION
 6. CONCLUSION
 REFERENCES

• Eunjou Oh(University of Seoul)
• Chong Min Lee(University of Seoul)