In accessible terms, this volume’s authors explain the cognitive processes involved in second language (L2) listening to enhance foreign language educators’ effectiveness in teaching this skill. On the basis of recent research and sound theoretical perspectives, the authors provide ample pedagogical strategies that can assist learners in their efforts to improve listening skills in classroom and natural settings. The book presents metacognition in listening development as a key to acquiring listening skills for various contexts and situations. A range of sample activities and a sequence of listening lessons illustrate how learners can be trained to process L2 listening material more efficiently and how strategies can help them control their cognitive processes—for example, by developing phonological awareness. Although the examples in the book refer to English as a second language teaching, they can be easily adapted and are of great relevance to other foreign languages as well. Each of the 12 chapters opens with a classroom scenario followed by a prereading reflection on relevant issues. Discussion questions, tasks, and suggestions for further reading nicely round up each chapter at the end. All research findings, theoretical frameworks, and pedagogical interventions are discussed in relation to the learner and his or her processing capabilities.
The book starts out with a historical overview of listening comprehension instruction and then moves to current theories and models of listening comprehension that build the foundation for the thorough pedagogical perspectives on factors influencing L2 listening success. The middle and main part of the book, chapters 5–11, provides in-depth information on the role of metacognition and different ways of furthering the development of metacognitive strategies in learners. The final two chapters deal with listening in multimedia environments as well as the assessment of L2 listening as a tool for learning.
This text can be used as a reference book for teachers and professionals in the field as well as a textbook for teacher education courses at the MA and PhD levels. The book will be of great value to scholars interested in the metacognitive development of a language skill as well as those focusing on learner strategy development.
