언어적, 인지적, 정의적 요인이 영어 듣기에 미치는 영향: 메타인지와 영어 능숙도의 조절 효과 분석

Abstract

he aim of the current study was to investigate the effects of learner variables on Korean university EFL learners’ English listening through two English proficiency groups (N = 209). Results of multiple regression analysis are summarized, as follows: for the higher English proficiency group, vocabulary knowledge, meta-cognition, listening anxiety significantly influenced English listening, whereas English listening of the lower proficiency group was significantly predicted by vocabulary knowledge, meta-cognition, perceptions of English competence, and intrinsic motivation. Regarding moderating effects, in the higher proficiency group, it was found that meta-cognition significantly moderated the relations between vocabulary knowledge, listening anxiety, and English listening. In the lower proficiency group, significant moderating effects by meta-cognition took place in the relations between vocabulary knowledge, perceptions of English competence, and English listening.