Haper, Andrew G.2015-12-152015-12-151985http://hdl.handle.net/10125/38580A listening test administered to eighty-five non-native speaker students demonstrated that: (a) a significant relationship exists between global academic listening comprehension (ALC) and a subset of four microskills –inferring the meaning of unfamiliar vocabulary, and recognizing the respective functions of referential devices, conjunctive devices, and transitional devices; (b) each microskill tested is related to global ALC at p < .001 (correlattions ranged between .377 and .477); (c) common factors are involved in the skills of recognizing the functions of markers of cohesion and markers of coherence; (d) the relationship between global ALC and the ability to identify the main idea in short listening passages is significant but not particularly strong (r = .462). These findings imply that it might be useful to include microskill exercises in materials used for teaching and testing ALC.153 pageslistening comprehensionesl studentsacademic listening comprehensionactive referential devicestransitional devicesesl assessmentOccasional Paperreformatted digitalListening comprehensionEnglish language--Study and teaching--Foreign speakers