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　　5.5.1 Effects of Different Listening Conditions on Listening Comprehension

　　The research question concerned the effect of different listening conditions on learners' listening comprehension. The results of the study indicate that, by averaging the comprehension scores from the two listening cycles, comprehension occurred in all four listening conditions. Though learners in the one-time listening group had a poor mean comprehension score of 45%, the mean scores of those in the three-time listening groups all achieved more than 60%, and specifically, Group B gained 75%, Group C 63%, and Group D 69%. These results suggest that the listening tasks designed for the study can lead to fair level of comprehension even when they involve unfamiliar words. Some learners could still achieve a score of almost 50% when they listened only one time. Not surprisingly, the participants who listened three times outperformed those who listened only once. Listening three times equips listeners with abundant repetition of information and enough time for processing and checking the information and thus facilitates comprehension.

　　Among the three-time listening groups, no significant group differences in comprehension were found. Groups C and D (training + listening three times) showed no comprehension advantage over Group B (listening three times without training). Instead, Group C had the lowest comprehension scores in both listening cycles within the three-time-listening groups. Thus a conclusion can be drawn that pre-listening schema-raising and metacognitive strategy (inferencing) training resulted in no extra gain in comprehension in comparison to simply listening three times.

　　The comprehension score distribution of each group in the two listening cycles is listed in Table 51. It is not difficult to see that some individual learners of Group A reached 10 (the full mark) in Cycle 1, and in Cycle 2 also equaled the best scores of Group D and were only 1 mark lower than the highest of Group B and Group C, which somehow indicates that though listening three times benefits the majority of learners, there was not much difference between listening one time and listening three times for those Group A learners with advanced listening proficiency.

　　Table 51 Listening Score Distribution of Each Group in the Two Listening Cycles 元认知策略研究：二语听力理解与附带词汇习得（英文版）