Listening comprehension is an active multidimensional process of constructing meaning by applying linguistic and topic knowledge to incoming aural texts (Buck, 2001; Field, 2004; Long, 1989, Rivers 1983, Vandergrift, 1999). Listening has been regarded as the most widely used language skill in normal daily life in the case of L2 English (Morley, 2001; Rost, 2001), and yet it is also the most difficult language skill area in L2 regardless of the target language due to its evanescent nature (Buck, 2001, 1995; Field, 2004; Graham, 2006; O'Malley, Chamot, & Küpper, 1989; Vandergrift, 1999). In this study, 20 advanced L2 Korean learners used reading rendition or translation as pre-listening strategy for two semesters. Using their survey responses, I first examine the effectiveness of pre-listening rendition activity when the topic of reading rendition and the listening are held constant. And then, I examine what factors of the reading rendition contribute to listening effectiveness. I conclude that prelistening reading rendition enhances L2 listening comprehension when the topic of reading and listening text are held constant. And according to learner responses, background knowledge and vocabulary are the primary factors that make pre-listening reading rendition effective.

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