Teaching and Learning Second Language Listening
Metacognition in Action
Routledge – 2012 – 336 pages
This reader-friendly text, firmly grounded in listening theories and supported by recent research findings, offers a comprehensive treatment of concepts and knowledge related to teaching second language (L2) listening, with a particular emphasis on metacognition.
The metacognitive approach, aimed at developing learner listening in a holistic manner, is unique and groundbreaking. The book is focused on the language learner throughout; all theoretical perspectives, research insights, and pedagogical principles in the book are presented and discussed in relation to the learner.
The pedagogical model-a combination of the tried-and-tested sequence of listening lessons and activities that show learners how to activate processes of skilled listeners - provides teachers with a sound framework for students’ L2 listening development to take place inside and outside the classroom. The text includes many practical ideas for listening tasks that have been used successfully in various language learning contexts.
"This book has much to recommend it. It has summaries of relevant up-to-date research, a variety of theoretical perspectives on listening, as well as excellent teaching plans and ideas for developing listening skills and strategies inside and outside the classroom." — Lawrence Jun Zhang, University of Auckland, System
"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." — Maren Uggen, Kalamazoo College, SSLA
"Teaching and Learning Second Language Listening: Metacognition in Action is a great resource to be used in teacher education programs as well as by current teachers who may be less familiar with explicit and structured metacognitive listening instruction in their classroom." — Caroline Payant, University of Idaho, TESL Canada
"This comprehensive work delivers what it promises: a thorough examination of listening comprehension, from theory to application, to implementation, and including descriptions of concrete class activities. Woven throughout is the informing thread of metacognition. This work would not only be appropriate as a textbook for a course on listening, it could well serve as its syllabus." — Catherine C. Baumann, University of Chicago, The Modern Language Journal
"Overall, Vandergrift and Goh’s book is an invaluable resource for L2 teachers and researchers who seek to understand the processes underlying L2 listening and how these processes feed into methods for enhancing instructional effectiveness and, ultimately, for optimizing learners’ L2 listening experiences." — Talia Isaacs, University of Bristol,Canadian Modern Language Review
Preface Prologue: Reflection on Issues Related to Teaching and Learning Listening I. Learning to Listen 1. Challenges and Opportunities in Listening Instruction 2. Listening Competence 3. A Model of Listening Comprehension 4. Factors that Influence Listening Success II. A Metacognitive Approach to Listening 5. A Metacognitive Approach to Listening Instruction 6. A Metacognitive Pedagogical Sequence 7. Activities for Metacognitive Instruction 8. Developing Perception and Word Segmentation Skills 9. Task-Based Listening Lessons 10. Projects for Extensive Listening III. Listening in Other Contexts 11. Listening in Multimedia Environments 12. Assessing Listening for Learning Epilogue: Synthesis of Issues Related to Teaching and Learning Listening Appendices References Index
Larry Vandergrift is Professor, Official Languages and Bilingualism Institute, Faculty of Arts, University of Ottawa, Canada.
Christine C. M. Goh is Associate Professor, English Language & Literature Department, National Institute of Education, Nanyang Technological University, Singapore.