2nd Edition
Teaching and Learning Second Language Listening Metacognition in Action
Part 1: Second Language Listening Theory and Research
1. Teaching Listening and Learning to Listen
2. Listening Competence
3. A Cognitive Model of Listening Comprehension
4. Factors that Influence Listening Success
Part 2: Metacognition and Learning to Listen
5. A Metacognitive Approach to Listening Instruction
6. A Metacognitive Pedagogical Sequence
7. Activities for Metacognitive Instruction
Part 3: Developing Listening Competence
8. Perception and Word Segmentation
9. Task-Based Listening Lessons
10. Integrated Projects for Extensive Listening
11. Listening with Technology
12. Assessing Listening for Learning
Epilogue: Synthesis of Issues Related to Teaching and Learning Listening
Biography
Christine C. M. Goh is President’s Chair Professor in Education (Linguistics and Language Education) at the National Institute of Education, Nanyang Technological University, Singapore.
Larry Vandergrift was Professor Emeritus from the Official Languages and Bilingualism Institute in the Faculty of Arts at the University of Ottawa, Canada.
Praise for the First Edition
“This excellent volume accomplishes exactly the goal that it sets out to achieve… providing a clear and thoughtful reference or textbook for graduate students and teachers of L2 listening alike and making the processes involved in listening and metacognition clear to the readers.”
Applied Linguistics
“It is very thorough, and it is based on the authors’ deep knowledge of the field. No stone is left unturned, and in that respect, the book is destined to become a key reference book for professionals in the field of second language acquisition.”
ELT Journal
“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.”
Modern Language Journal
“It is a critical and valuable resource for educators who want a deeper understanding of the listening process and are determined to make listening instruction more explicit and meaningful.”
RELC Journal
