초록 열기/닫기 버튼
This paper investigated to what extent L2 learners’ content knowledge affects their listening comprehension when they listen to a college academic lecture. Given the often-cited compensatory effect of L2 learners’ content knowledge and L2 proficiency on their comprehension, this study also investigated the comparative importance between content knowledge and L2 listening proficiency in L2 learners’ listening comprehension in relation to the task type. It was found in this study that both L2 learners’ content knowledge and L2 listening proficiency played a significant role in their listening comprehension. It was also found that L2 learners’ listening proficiency provided more of a contribution in explaining the outcomes of the selected response task and the unstructured response task than did L2 learners’ content knowledge, while L2 learners’ content knowledge provided more of a contribution in explaining the result of the highly structured task than did L2 learners’ listening proficiency. On the basis of the findings, pedagogical implications for ESL/ EFL programs were provided.
