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　　7.1 The Aim, Background and Methodology of the Study

　　The current study aimed to investigate the differential effects of four listening conditions on Chinese university EFL learners' listening comprehension and their incidental vocabulary acquisition from listening. It also aimed to examine the relationships between Chinese university EFL learners' metacognitive listening awareness, listening comprehension, and incidental vocabulary acquisition.

　　The participants of the study were 172 first-year Chinese university students, and the four different listening conditions were: (a) listening texts presented only one time; (b) listening texts presented three times; (c) five-minute schema-raising training before listening three times, and (d) five-minute inferencing training before listening three times.

　　Four listening texts along with four tasks were designed to check the participants' comprehension. Each text contained five target words in order to investigate incidental vocabulary acquisition. To check the participants'incidental acquisition of the target words, immediate and delayed vocabulary posttests were administered to the participants in the order of production, form, andreception. The participants' metacognitive listening awareness was measured by means of Vandergrift et al.'s (2006) Metacognitive Awareness Listening Questionnaire (MALQ), which measures such five aspects of metacognitive listening awareness as planning-evaluation, directed attention, person knowledge, mental translation and problem solving. ANOVAs were employed to examine the effects of the different listening conditions on the participants' listening comprehension and incidental vocabulary acquisition, and Pearson Correlations were used to investigate the relationships between the participants' metacognitive listening awareness, listening comprehension, and incidental vocabulary acquisition. 元认知策略研究：二语听力理解与附带词汇习得（英文版）