مشخصات پژوهش

Second-language (L2) listening can be understood as a complex, goal-oriented process that involves constructing meaning from spoken input (Vandergrift & Goh, 2012). According to Feyten (1991) listening has emerged as a significant component in the process of second language learning. It plays a crucial role in language acquisition as it allows learners to process and engage with linguistic input, facilitating the development of other language skills (Vandergrift & Goh, 2012). Rost (2011) describes listening in its broadest sense as a dynamic process that involves several interconnected aspects. Among the cognitive processes involved, working memory (WM) and selective attention (SA) are critical for processing spoken input. According to Sweller (1988), working memory has a limited capacity, typically able to hold only a few pieces of information at a time. Selective attention is another factor that is very important. According to Posner and Peterson (1990), the attention system in the brain is crucial for regulating cognitive processes like selective attention and maintaining focus on relevant stimuli. While the roles of working memory and attention in L2 listening comprehension are well-established, the interaction between these processes, is still a valuable area to get through. Another variable that is of great value for the study is vocabulary knowledge.