Linguistic, cognitive, and affective components of L2 listening comprehension: A multidimensional model

Tuncay Karalık; Ali Merç

doi:10.30827/portalin.vi43.30647

Autores/as

Tuncay Karalık Zonguldak Bülent Ecevit University, Türkiye (Corresponding author) https://orcid.org/0000-0002-9300-9367
Ali Merç Anadolu University, Türkiye https://orcid.org/0000-0003-3061-7899

DOI:

https://doi.org/10.30827/portalin.vi43.30647

Palabras clave:

Comprensión auditiva en L2, variables lingüísticas, afecto, cognición, metacognición.

Resumen

Ha habido un creciente interés en la comprensión auditiva en inglés como lengua extranjera en lo que respecta a los factores que contribuyen a ella. Estudios anteriores se centraron en cómo ciertas variables influyen en la escucha en L2 sin investigar cómo interactúan entre sí. Este estudio adoptó un enfoque componencial para investigar cómo el conocimiento de gramática y vocabulario, la ansiedad al escuchar en L2, la disposición a escuchar en L2, la memoria de trabajo y la conciencia metacognitiva interactúan con la escucha en L2 y entre sí. Participaron 212 estudiantes universitarios con dominio intermedio a intermedio alto de dos universidades estatales en Turquía durante el curso 2020-2021. Los participantes completaron instrumentos que midieron cada variable durante tres semanas. La relación entre los componentes y la escucha en L2 se evaluó mediante el modelado de ecuaciones estructurales (SEM) utilizando estimación de máxima verosimilitud. Tras análisis meticulosos, se presentó un modelo estadístico y teórico sólido. El modelo destaca el impacto significativo de estos componentes en la comprensión auditiva de L2 y sus complejas interacciones. El vocabulario y la gramática emergen como componentes fundamentales, influyendo sustancialmente en la comprensión de L2 y en la configuración de otras variables.

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Biografía del autor/a

Tuncay Karalık, Zonguldak Bülent Ecevit University, Türkiye (Corresponding author)

Dr. Tuncay Karalık currently works as a research assistant in the department of English language teaching at Zonguldak Bülent Ecevit University. He got his BA (2012) from Uludağ University, and MA (2016) and PhD (2023) from Anadolu University. Experienced in research methods for over ten years, he has keen interest in L2 vocabulary acquisition, L1 transfer in L2 acquisition, L2 listening and reading comprehension, and L2 writing.

Ali Merç, Anadolu University, Türkiye

Dr. Ali Merç is a full-time professor and head of English Language Teaching department at Anadolu University. He received his BA (2000), MA (2004), and PhD (2010) from Anadolu University. He is currently teaching at both undergraduate and graduate levels and supervising MA and PhD theses. His research interests include pre-service EFL teacher education, language teaching and learning/teaching anxiety, teaching practicum issues, and distance foreign language teacher education.

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