원문정보
초록
영어
This article reports on the development and validation of a measurement survey tool, the Listening Comprehension Problem Scale (LCPS). LCPS is intended to help identify and evaluate second language (L2) learners’ listening comprehension problems while they are listening to oral texts in order to enhance their metacognitive awareness of L2 listening processes. An exploratory factor analysis was performed with a primary sample (N = 360), followed by a subsequent confirmatory factor analysis with a secondary sample (N = 326), resulting in a 15-item survey instrument with robust psychometric properties. The reliability and factorial validity of the instrument are presented along with evidence for a statistically significant correlation between students’ responses to the items on the instrument and their L2 listening performance. Future uses for the instrument are also discussed in relation to its potentials in verifying the effectiveness of pedagogies designed to develop L2 learners’ listening comprehension skills.
목차
INTRODUCTION
REVIEW OF THE LITERATURE
Metacognitive Knowledge about L2 Listening
Listening as Cognitive Endeavors
METHOD
Developing Instruments
Validating Instruments
RESULTS
Exploratory Factor Analysis
Reliability and Validity
DISCUSSION AND PEDAGOGICAL IMPLICATIONS
Relationship Between the Factors and Anderson’s Three Phases
Pedagogical Utility of the LCPS
CONCLUSION AND FURTHER RESERACH
ACKNOWLEDGEMENT
THE AUTHORS
REFERENCES
APPENDIX