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3 8 1 The Correlational Study（第1页）

3.8.1thecorrelationalstudy

thecorrelationalstudyaimedtoinvestigatetherelationshipbetweenlearner'smetacognitivelisteningawarenessandtheirlisteningcomprehensionaswellastheirincidentalvocabularyacquisition.thissectionfirstreportstherelationshipbetweenlearner'smetacognitivelisteningawarenessandtheirlisteningcomprehension，andthentherelationshipbetweenlearners'metacognitivelisteningawarenessandtheirincidentalvocabularyacquisition.

3.8.1.1relationshipbetweentheparticipants'metacognitiveawareness（ma）andtheirlisteningcomprehension（lc）

table13pearsoncorrelationsoftheparticipants'maandlcintaskone

**correlationissignificantatthe0.01level（2-tailed）.

table14pearsoncorrelationsoftheparticipants'maandlcintasktwo

*correlationissignificantatthe0.05level（2-tailed）.

**correlationissignificantatthe0.01level（2-tailed）.

theabovetwotableslistthestatisticallysignificantpearsoncorrelationsoftheparticipants'scoresonthemalqandthetwolisteningcomprehensiontasks（seetable1andtable2inappendixbforthefulltablesofpearsoncorrelationsoftheparticipants'maandlcintaskoneandtasktwo）.thecorrelationsofgroupa'sscoresonthetwolisteningtasksandthemetacognitiveawarenessofproblemsolvingwerestatisticallysignificant.thedoubleasterisksindicatesthattheestimateof0.417and0.508werestatisticallysignificantatthe0.01level，a99%degreeofconfidence.thecorrelationsofgroupa'spersonknowledgeawarenessanddirectedattentionawarenesswerealsostatisticallysignificantrespectivelywithlisteningtaskoneandtasktwoatthe0.01level.thecorrelationsofgroupb'sscoresonlisteningcomprehensiontasktwoandthemetacognitiveawarenessofdirectedattentionwerestatisticallysignificant.theoneasteriskindicatesthattheestimateof0.369wasstatisticallysignificantatthe0.05level，a95%degreeofconfidence.

onepossibleexplanationofwhyproblemsolvingawarenesswassignificantlyandconsistentlycorrelatedwithlisteningcomprehensionscoresinonlygroupaisthatthedifferencesinmetacognitiveawarenesswerenegatedwheninstructionaltreatmentswereprovidedintermsoflisteningthreetimes，eitherwithorwithoutapre-listeningactivity.therefore，significanceonlyoccurredwhenstudentsweregivenauthentictypelistening（listeningforonetimeonly）.thus，aconclusioncanbedrawnherethatmetacognitivestrategiesweremoreimportantandapparentwhenlearnerswereengagedinauthentictypelisteningtasks.

3.8.1.2relationshipbetweentheparticipants'metacognitiveawareness（ma）andincidentalvocabularyacquisition（iva）

（a）relationshipbetweenmaandivaforgroupa

table15pearsoncorrelationsofgroupaparticipants'maandivaintaskone

*correlationissignificantatthe0.05level（2-tailed）.

table16pearsoncorrelationsofgroupaparticipants'maandivaintasktwo

*correlationissignificantatthe0.05level（2-tailed）.

**correlationissignificantatthe0.01level（2-tailed）.

thetwotablesabovelistthestatisticallysignificantpearsoncorrelationsoftheparticipantsingroupa'sscoresonmetacognitivelisteningawarenessandincidentalvocabularyacquisitioninthetwotasks（seetable3andtable4intheappendixbforthefulltablesofpearsoncorrelationsoftheparticipants'maandivaforgroupaintaskoneandtasktwo）.inbothtasks，scoresforproblemsolvingawarenesswerestatisticallysignificantlycorrelatedwiththereceptiontest.whenscoresofawarenesswerecomparedwiththevocabularytestintasktwo，thecorrelationbetweenscoresonpersonknowledgeawarenessandtheformtestwasstatisticallysignificantatthe0.01level.thegeneralresultshowedthatforthestudentswholistenedtothetextjustonce，themoreawareofproblemsolvingstrategytheywere，thehighertheirscoresonthereceptiontest.onepossiblereasonforthisfindingisthatintermsofvocabularyacquisition，thelisteningtextsonlyaidedvocabularygainsinformandmeaning，butnotinproduction.thiscanbeinterpretedtomeanthatoralinputwordsweremucheasiertoacquireforreceptionthanforproduction.

（b）relationshipbetweenmaandivaforgroupb

table17pearsoncorrelationsofgroupbparticipants'maandivaintaskone

*correlationissignificantatthe0.05level（2-tailed）.

table18pearsoncorrelationsofgroupbparticipants'maandivaintasktwo

*correlationissignificantatthe0.05level（2-tailed）.

**correlationissignificantatthe0.01level（2-tailed）.

theabovetableslistthestatisticallysignificantpearsoncorrelationsoftheparticipantsingroupb'sscoresonmetacognitiveawarenessandincidentalvocabularyacquisitioninthetwotasks（seetable5andtable6intheappendixbforthefulltablesofpearsoncorrelationsoftheparticipants'maandivaforgroupbintaskoneandtasktwo）.forthestudentswholistenedtothetextthreetimesatdifferentspeeds，scoresonfivegroupsofmetacognitiveawarenesswerecomparedseparatelywithscoresofeachvocabularyacquisitiontest.intaskone，onlydirectedattentionawarenesswasfoundtohaveasignificantcorrelationwiththeproductiontest，andintasktwothecorrelationsbetweenscoresondirectedattentionawarenessandformtestswerestatisticallysignificant，andalsointasktwo，personknowledgeawarenesswasfoundtohavesignificantcorrelationwiththeformtest.however，thetwotablesfailedtopresentanyconsistentfindings，andthusnoconclusioncanbedrawnthatthereisanyrelationshipbetweenmetacognitivelisteningawarenessandincidentalvocabularyacquisitionforstudentswholistenedthreetimesatdifferentspeeds.

（c）relationshipbetweenmaandivaforgroupc

table19pearsoncorrelationsofgroupcparticipants'maandivaintasktwo

*correlationissignificantatthe0.05level（2-tailed）.

table19liststhestatisticallysignificantpearsoncorrelationoftheparticipantsingroupc'sscoresonmetacognitiveawarenessandincidentalvocabularyacquisitioninlisteningtasktwo（seetable7andtable8inappendixbforthefulltablesofpearsoncorrelationsoftheparticipants'maandivaforgroupcintaskoneandtasktwo）.forthestudentswhohadatopic-familiarizationactivitybeforelisteningtothetextthreetimes，scoresonfivegroupsofmetacognitiveawarenesswerecomparedseparatelywithscoresofeachvocabularyacquisitiontest.however，almostnocorrelationwasfound，exceptthatintasktwodirectedattentionawarenesswasfoundtohaveasignificantcorrelationwiththeproductiontest.itmaythenbeconcludedthatmetacognitiveawarenesswasnotsignificantlyrelatedtoincidentalvocabularyacquisitionforstudentswholistenedthreetimeswithapre-listeningtopic-familiarizationactivity.

3.8.1.3summaryofthecorrelationalstudyresults

themainfindingoftherelationshipbetweenlearners'metacognitivelisteningawarenessandtheirlisteningcomprehensionandincidentalvocabularyacquisitioncanbesummarizedasfollows.

（a）problemsolvingawarenesswasonlysignificantlycorrelatedwithvocabularyacquisitionscoresingroupa.inotherwords，thestudentswholistenedtothetextjustonetimeachievedhigherscoresonlisteningcomprehensionwhentheyweremoreawareofproblemsolvingstrategies.

（b）statistically，groupa'sproblemsolvingawarenessscoresweresignificantlycorrelatedwithreceptiontestscoresinbothofthelisteningtasks.theresultsshowedthatforthestudentswholistenedtothetextjustonce，themoreawaretheywereofproblemsolvingstrategies，thebettervocabularyacquisitiontheyachievedasshownbytheirscoresonthereceptiontests.

（c）forthestudentsingroupbandgroupc，nooverallrelationshipswerefoundbetweentheirmetacognitiveawarenessandincidentalvocabularyacquisition.

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