چكيده به لاتين
Despite extensive studies on the academic listening, it seems that there has been no study investigating the predictors of academic listening comprehension. Thus, the purpose of this study was to determine the contribution of academic vocabulary knowledge and academic listening self-concept to the academic listening comprehension of Iranian undergraduate students of Engineering. The participants of this study were 147 undergraduate students at Iran University of Science and Technology. A revised version of academic self-concept scale developed by Liu and Wang (2005), the academic vocabulary test by Schmitt, Schmitt, Clapham (2001) and a sample of IELTS academic listening test were the instruments in this study. The results of regression analysis revealed that academic vocabulary knowledge and academic self-concept both contributed to the model explaining 42 per cent of the variance in the academic listening comprehension. The results also showed that the contribution of academic vocabulary knowledge to academic listening comprehension is 65% (beta= .652, p = .000), and the contribution of listening academic self-concept is 5% (beta= -.056, p = .380), indicating that in this study academic vocabulary knowledge was the significant contributor to the academic listening comprehension. This study recommended EGAP instructors to make students aware of the importance of academic listening and help them improve their academic self-concept and the academic vocabulary knowledge.
