Yabancı dilde dinleme anlamanın bileşenleri: Bir bileşen modellemesi

Adopting a componential approach, the present study aimed to investigate how grammar and vocabulary knowledge, L2 listening anxiety and willingness to listen in L2, working memory, and metacognitive awareness contribute to overall L2 listening comprehension and its subskills, i.e. listening for main ideas and details, and inferencing. In addition, how these component skills interact with each other in the process was also scrutinized. A group of 212 university students with intermediate to upper-intermediate proficiency taking English preparatory education at Manisa Celal Bayar University and Anadolu University in the spring term of 2020-2021 academic year participated in the study. The participants completed a series of instruments over a three-week period: a researcher-devised listening comprehension test consisting of four passages in varying lengths and genres, a grammar test prepared according to GSE (Global Scale of English), the Vocabulary Levels Test, the Foreign Language Listening Anxiety Scale, the Willingness to Listen in L2 Scale, the Metacognitive Awareness Listening Questionnaire, and a digit-span task. The relationship between the components and L2 listening and subskills was measured through Pearson's Correlation and regression analyses. The hypothesized interactions among the components were assessed through Structural Equation Modelling (SEM) analyses. The results of the analyses underline that the components significantly explain a large variance in overall L2 listening and that the contribution of the components varies significantly across the subskills. In addition, a statistically and theoretically sound model depicting the interaction among the components and L2 listening comprehension was put forward for further verification.