3.4 Sociopsychological factors
Most researchers study learning L2 by children, teenagers, young adults. To our knowledge, there are
no works describing L2 learners over 35 and older. Our guess is that first of all school children and
university students are institutionalized and it makes them easier to study. Adults learn L2 only due to
necessity and may not constitute large experimental groups. Age (young people) as a factor is noted,
for example, by Vandergrift&Baker [3]. There is a significant number of works about anxiety affecting
listening performance in L2 learners, name some: Braunfaut&Revesz [24], Elkhafaifi [41], Liu [43];
motivation is even broader subject and an ever existing issue of the success in L2 learning and
successful listening, Vandergrift [42] studied motivation in correlation with metacognitive knowledge
and came to the conclusion that motivation does not play a significant role in successful listening.
Sociolinguistic information, schemata or background knowledge, evidently play an important role in
understanding listening input, which was proved by Call [44], Faerch&Kaper [45], Brown [46], Goh
[47].
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