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6 4 2 Discussion of the Resus for Research Question Four（第1页）

6.4.2discussionoftheresultsforresearchquestionfour

researchquestionfourasked:whatistherelationshipbetweenlearners'metacognitiveawarenessandincidentalvocabularyacquisitionunderthefourdifferentlisteningconditions?

incycle1therewereatotalof14significantcorrelationsoutofatotalpossibleof120correlations（i.e.，5aspectsx4groupsx6tests）betweendifferentaspectsofmetacognitiveawarenessandvocabularyacquisition.incycle2therewereatotalof10significantcorrelationsoutofthepossible120correlations.overallthisindicatesthatthelearners'reportedawarenessofmetacognitivestrategieswasnotstronglyrelatedtotheacquisitionofwordsasaresultofperformingthelisteningtasks.inthediscussionthatfollows，noattemptwillbemadetoexplaineachsignificantcorrelation，butinstead，focuswillbeputonthepatternsofrelationshipsbetweenthedifferentaspectsofmetacognitiveawarenessandincidentalvocabularyacquisition.

（a）planning-evaluation

therewasapositivecorrelationbetweengroupb'sreporteduseofplanningevaluationstrategiesandtheirscoresintheimmediateproductiontestinbothcycles（r=.350incycle1andr=.377incycle2）.planning-evaluationwasnegativelyrelatedtogroupa'sandgroupd'sscoresintheimmediateformtestincycle1（r=-.298and-.314respectively）.

groupbdifferedfromgroupainthatitlistenedthreetimestothelisteningtextsandfromgroupscanddinthatitreceivednotraining.thelearnersingroupahadlittleopportunitytoeithercarryoutanypreparationortoevaluateastheylistened，eveniftheywereinclinedtodoso.thus，thetreatmentconditionofthisgroupprecludedanyeffectiveuseofplanning-evaluationstrategies.indeed，thenegativecorrelationbetweengroupa'splanning-evaluationandvocabularyformscoresincycle1suggeststhattheattempttomakeuseofstrategiesrelatingtothisaspectofmetacognitiveawarenessmayhavehadanegativeeffectonvocabularyacquisition.

groupscanddreceivedstrategytraininganditispossiblethatthetraininginterferedwiththelearners'preferreduseofstrategies.indeed，inthecaseofgroupd，theinferencingtrainingtheyreceivedisnegativelyrelatedtotheiracquisitionofformincycle1.bothkindsoftrainingmayhavehadtheeffectoffocusingthelearnersonexecutingthestrategiestheyweretrainedtouse，butneithertypeoftrainingencouragedtheuseofplanning-evaluationstrategies.itishypothesized，therefore，thatforplanning-evaluationstrategiestohaveaninfluenceonvocabularyacquisitionfromlisteningtexts，twoconditionsneedtoapply:（1）thelisteningtaskmustensureadequateopportunityforlearnerstoprepareandtoevaluate，and（2）learnersmustbefreetodeterminewhatstrategiestheywishtouseinalisteningtask.theseconditionsweremetonlyforgroupb，inwhichthelearnershadreportedgreateruseofplanningevaluationstrategiesanddemonstratedgreaterproductivecontrolofthetargetwordsthanthosewhoreportedlessuse.

（b）directedattention

allthesignificantcorrelationsfordirectedattentionwerepositiveandtheyallinvolvedreceptiveknowledgeofthetargetitems.inotherwords，thoselearnerswhoreportedusingstrategiestoconcentrateandstayontaskdemonstratedagreaterabilitytoworkoutthemeaningsofthewordstheydidnotknowfromcontextandtorememberthem，especiallywhencompletingtheimmediateposttests.

however，thepositivecorrelationsbetweendirectedattentionandreceptivevocabularyknowledgewereonlyevidentforgroupsa，bandc，butnosignificantcorrelationswerefoundforgroupd.again，theexplanationmaylieinthetraininggroupdreceived.inferencingtrainingmayhaveledthelearnersinthisgroupasawholetodirecttheirattentiontounderstandingthemeaningsofthewords.toputitinanotherway，thetrainingmayhavenegatedtheinherentdifferencesinlearner'suseofdirectedattentionstrategies.ifthisexplanationiscorrect，thenitsuggeststhatinferencingtrainingmayencourageeventhoselearnerswhoarenotnaturallyinclinedtousedirectedattentionstrategiestodoso.

onefurtherpointthatisworthmakingisdirectedattentionstrategiesarerelatedtoreceptivevocabularylearningevenwhenthelisteningtaskaffordsonlyoneopportunitytolistentothetext.namely，whetherthelisteningtextisrepeatedornotdoesnotappeartobeafactordeterminingtheutilityofdirectedattentionstrategies.inthisrespecttheresultsfordirectedattentionaredifferentfromthoseforplanning-evaluation.

（c）personknowledge

personknowledgereferstothelearners'evaluationofthedifficultyoflisteninginanl2andtheirperceptionsoftheirownability.fewsignificantcorrelationsbetweenpersonknowledgeandvocabularyacquisitionwerefoundinthisstudy.oneexplanationforthisisthatallthelearners，irrespectiveofhowtheyevaluatedtheirlisteningcomprehensionability，experienceddifficultyinacquiringthetargetwordsinthekindofdemandinglisteningtasksusedinthestudy.

groupa'spersonknowledgescoreswerenegativelyrelatedtotheirvocabularyformscoresinthedelayedtestincycle2.groupd'spersonknowledgescoreswerepositivelyrelatedtoreceptivewordknowledgealsointhedelayedtestincycle2.inbothcases，thesesignificantcorrelationswereonlyfoundinthedelayedtests，andtheyseemtobedifficulttointerpret.

（d）mentaltranslation

thesignificantcorrelationsinvolvingmentaltranslationwereallnegative.thatis，thoselearnerswhoreportedusingmentaltranslationstrategieswerelesslikelytoacquirenewwords.however，thiswasonlythecaseforthelearnersingroupsbanddanditoccurredonlyincycle1.

asforcomprehension，mentaltranslationdoesnotappeartobeaneffectivestrategy.usingl1tounderstandthemeaningsofunknownl2wordsinalisteningtextdoesnotpromoteeitherreceptiveorproductiveknowledgeofthewords，butrather，itinterfereswithvocabularyacquisition.thereisplentyofevidence（o'malley&chamot，1990;watanabe，1997;schneider，healy，&bourne，2002;manyak，2004）thattranslationisaneffectivestrategyinintentionalvocabularylearning.butthisstudyinvestigatedincidentalacquisitionofvocabulary.mentaltranslationmayhavebeenineffectivebecauseitisnotefficientinthekindofonlineprocessingthatthelisteningtasksinthisstudyrequired.itmayinterferewiththeexecutionofstrategiesthataremoreeffectiveforincidentalacquisitioninonlineprocessingtasks.itispossiblethatthelearnersbecameawareofthisaftercycle1andthereforelimitedtheiruseofmentaltranslationincycle2，wherenonegativecorrelationswerefound.

mentaltranslationwasnegativelyrelatedtovocabularyacquisitiononlyingroupsbandd.inthecaseofgroupa（onetimelisteningonly），thelearnersmighthavefounditdifficulttomakeuseofmentaltranslationeveniftheyhadbeeninclinedtodoso，becausetheywereunderpressuretocomprehendthetextimmediately.inthecaseofgroupc，thepre-listeningactivityofschema-raisingmayhaveminimizedthenecessityforonlinetranslation.incontrast，groupbwasfreertousewhateverstrategiestheywereinclinedto.theinferencingtrainingofgroupdfocusedlearners'attentiononvocabularyandmayhavecausedsomeofthemtoattempttousementaltranslationtocompensateforthedifficultytheyexperiencedintryingtoinferthemeaningsofthewordsfromcontext.

（e）problemsolving

thisaspectofmetacognitiveknowledgeproducedthemostcorrelations（10inthetwocyclesoutofatotalof24），anditwasparticularlystronglyimplicatedinvocabularyacquisitionforgroupb（5positivecorrelations）.interestingly，problemsolvingwasnegativelyrelatedtovocabularyacquisitioningroupd.

thecrucialaspectsofgroupb'streatmentwere（1）theopportunitytolistenthreetimesand（2）nostrategytraining.undersuchconditionsitwouldseemthatthoselearnerswhoreportahighuseofinferencingstrategiesarelikelytobesuccessfulinincidentallyacquiringreceptiveandproductiveknowledgeofnewwords.notethatinthistreatmentconditionlearnerswerefreetoactinaccordancewiththeirpreferredstrategies.

groupdreceivedtrainingintheuseofinferencingstrategies.theeffectofthismediationappearstohavebeentocausethoselearnerswhoreportedregularuseofproblemsolvingstrategiestobelesssuccessfulinrememberingtheformofthetargetwords.againthen，thereisevidenceofinterventioninlearners'naturalchoiceofstrategiesaffectinghowtheyprocessinputforacquisition.suchinterventionisdesignedtoenhancetheirprocessingabilitybutitwouldseemthatthisisnotalwaysthecase.wheregroupb（notraining）manifestedpositivecorrelationsbetweenproblemsolvingandvocabularyacquisition，groupdmanifestednegativecorrelationsincycle1.however，incycle2，thecorrelationsinvolvinggroupdarepositive.perhapssecondtimeroundtheywerelessinfluencedbythetrainingtheyreceivedandmoreinclinedtorelyontheirownpreferredstrategies.

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