Abstract
The purpose of this study is to explore how learners adjust their listening strategies when listening to inauthentic and authentic materials. Japanese university students listened to inauthentic and authentic materials and answered questionnaires regarding their listening strategy use. Exploratory factor analyses were conducted on two sets of data: data after listening to authentic materials and those after listening to inauthentic materials. Four factors were extracted from the data of each type of material. Three common factors, which were labeled as, Top-down Strategy, Phonology-based Strategy, and Bottom-up Strategy, were found in both materials. However, the items in each factor were slightly different between the inauthentic and the authentic materials. In one of the four factors, categorized as Metacognitive Strategy, different variables were observed depending on the material types. In the inauthentic listening, the items were related to the metacognitive strategies during or after listening, while in the authentic listening the items in the Metacognitive Strategy were about strategies used mainly before listening. Some adjustment of learners' listening strategies was observed between the inauthentic and the authentic materials based on the instruction before listening, and learners adjusted their strategies when they found out the difficulty levels of the listening passages.
