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dc.contributor.author전유아-
dc.date.accessioned2016-11-16T00:57:31Z-
dc.date.available2016-11-16T00:57:31Z-
dc.date.issued2015-05-
dc.identifier.citation현대영어교육, v. 16, NO 2, Page. 91-119en_US
dc.identifier.issn1598-0782-
dc.identifier.urihttp://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024684652#-
dc.identifier.urihttp://hdl.handle.net/20.500.11754/24382-
dc.description.abstractWhile the role of metacognition has proven to be critical in L2 listening instruction, the connection between the learners’ metacognitive L2 listening strategies and academic motivation has been scantly researched. The purpose of the study was to research 312 middle school learners’ metacognition during L2 listening in relation to motivation they exhibited towards studying English. The learners were asked to complete the Metacognitive Listening Awareness Questionnaire and Academic Self-Regulation Questionnaire. There was use of descriptive statistics, MANOVA, and multiple regression to analyze the data. Results indicated that there was increased use of metacognitive L2 listening strategies with rising levels of proficiency. For academic motivation, amotivation, identification and intrinsic motivation related significantly to the employment of metacognitive L2 listening strategies with the exclusion of person knowledge. For predicting L2 listening ability, planning & evaluation, directed attention and person knowledge were significant. This indicated that the listeners’ attempt to stay focused on the task, and solve listening problems with existing knowledge were helpful for successful comprehension. However, increased person knowledge that reflected learners’ listening anxiety was found to be detrimental to listening performance. The results of the study are presented in light of teaching implications.en_US
dc.language.isoenen_US
dc.publisher현대영어교육학회en_US
dc.subjectL2 listeningen_US
dc.subjectmetacognitionen_US
dc.subjectacademic motivationen_US
dc.subjectlistening proficiencyen_US
dc.subject제2언어 듣기en_US
dc.subject상위인지en_US
dc.subject학습동기en_US
dc.subject듣기능숙도en_US
dc.titleMetacognitive Listening Strategies and Academic Motivation of Korean EFL Adolescent Learnersen_US
dc.typeArticleen_US
dc.relation.no2-
dc.relation.volume16-
dc.identifier.doi10.18095/meeso.2015.16.2.05-
dc.relation.page91-119-
dc.relation.journal현대영어교육-
dc.contributor.googleauthor전유아-
dc.contributor.googleauthorChon, Yuah V.-
dc.relation.code2015040051-
dc.sector.campusS-
dc.sector.daehakCOLLEGE OF EDUCATION[S]-
dc.sector.departmentDEPARTMENT OF ENGLISH LANGUAGE EDUCATION-
dc.identifier.pidvylee52-
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COLLEGE OF EDUCATION[S](사범대학) > ENGLISH LANGUAGE EDUCATION(영어교육과) > Articles
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