您可以在百度里搜索“元认知策略研究：二语听力理解与附带词汇习得（英文版） 艾草文学(www.321553.xyz)”查找最新章节！

　　6.3.1 The Relationship between Metacognitive Listening Awareness (MA) and Listening Comprehension (LC)

　　Research Question Three asked: What is the relationship between learners' metacognitive listening awareness and their listening comprehension under such different listening conditions as:

　　(a) when they listened to some texts for only one time (Group A) ;

　　(b) when they listened to the texts three times (Group B) ;

　　(c) when they engaged in schema-raising training before listening to the texts three times (Group C) ; and

　　(d) when they engaged in inferencing training before listening to the texts three times (Group D)?

　　Given that the group scores for listening comprehension differed significantly, the correlations reported below will examine the relationship between each group's metacognitive awareness scores and their listening comprehension scores. In addition, as explained earlier, it will be necessary to report correlations for Cycle 1 and Cycle 2 separately.

　　It should be noted that only significant correlations are reported here, and the full correlation matrix can be found in Appendix F.

　　6.3.1.1 The Relationship between Learners' MA and LC for Cycle 1

　　To investigate the relationship between learners' metacognitive listening awareness and their listening comprehension for Cycle 1, the participants' metacognitive listening awareness scores and their listening comprehension scores for this cycle (as reported in the previous chapter) were correlated. Table 56 lists the significant Pearson Product Moment Correlations obtained from this analysis (see Table 3 in Appendix F for the full correlation matrix of the participants' metacognitive listening awareness and their listening comprehension for Cycle 1).

　　No overall significant relationship between the metacognitive awareness of the whole sample and listening comprehension (r=.043, p=.571) was found. Nevertheless, mental translation awareness in Group B and Group C was found to be negatively related to listening comprehension (r=-.326, p=.031; r=-.315, p=.035). The correlations were statistically significant at the 0.05 level, with a 95% degree of confidence. No other correlations reached the .05 level of significance.

　　Table 56 Significant Pearson Correlations of the Participants' MA and LC for Cycle 1

　　Note. Group B=listening three times; Group C=schema raising+listening three times; MT=Mental Translation; MA=Metacognitive Awareness; LC=Listening Comprehension; *p＜.05.

　　6.3.1.2 The Relationship between Learners'MA and LC for Cycle 2

　　To investigate the relationship between learners' metacognitive listening awareness and their listening comprehension for Cycle 2, the participants' metacognitive listening awareness scores and their listening comprehension scores (as reported in the previous chapter) werecorrelated. Table 57 lists the significant Pearson Product Moment Correlations obtained for Cycle 2 (see Table 4 in Appendix F for the full correlation matrix of the participants' metacognitive listening awareness and their listening comprehension for Cycle 2).

　　Again, no overall significance was found between the metacognitive awareness of the whole sample and listening comprehension (r=.113, p=.143). Nevertheless, person knowledge awareness in Group A and Group B was found to be related to their listening comprehension (r=.318, p=.040; r=.337, p=.027), and mental translation awareness in Group C was found to be negatively related to the listening comprehension (r=-.321, p=.029). These correlations were statistically significant at the 0.05 level, with a 95% degree of confidence. No other correlations reached the .05 level of significance.

　　Table 57 Significant Pearson Correlations of the Participants'MA and LC in Cycle 2

　　Note. Group A=listening one time; Group B=listening three times; Group C=schema raising+listening three times; PK=Person Knowledge; MT=Mental Translation; MA=Metacognitive Awareness; LC=Listening Comprehension; *p＜.05.

　　6.3.1.3 Summary of Results of the Relationship between Learners'MA and LC

　　(a) For Group A (one-time listening), person knowledge was found to be significantly related to listening comprehension in listening Cycle 2.

　　(b) For Group B (three-time listening), mental translation was found to be negatively related to listening comprehension in Cycle 1 and person knowledge was found to be positively related to listening comprehension in Cycle 2.

　　(c) For Group C (schema-raising training before three-time listening), mental translation was found to be negatively related to listening comprehension in both of the two listening cycles.

　　(d) For Group D (inferencing training before three-time listening), no significant correlation was found between metacognitive listening awareness and listening comprehension. 元认知策略研究：二语听力理解与附带词汇习得（英文版）