Table Of ContentTeaching and Learning Second
Language Listening
“This book is a very well worked out approach to listening from a metacogni-
tive viewpoint. It is firmly based on research and experience and combines both
theoretical and practical aspects of listening in a very readable way. It will be of
great value to those who have an interest in learner strategy development, learner
autonomy, and the metacognitive development of a language skill.”
I. S. P. Nation, Victoria University of Wellington, New Zealand
“Vandergrift and Goh, two highly accomplished and skilled thinkers and writers,
have produced a volume that will have an important place in the applied linguis-
tics literature for many years to come. The authors have a keen sense of where the
field of L2 listening pedagogy is right now and where it needs to go, and the vol-
ume most definitely assists us in getting there.”
Andrew Cohen, University of Minnesota, USA
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 pedagogi-
cal 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 listen-
ing 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.
Larry Vandergrift is Professor, Official Languages and Bilingualism Institute, Fac-
ulty 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.
ESL & Applied Linguistics Professional Series
Eli Hinkel, Series Editor
Vandergrift/Goh (cid:129) Teaching and Learning Second Language Listening:
Metacognition in Action
LoCastro (cid:129) Pragmatics for Language Educators: A Sociolinguistics
Perspective
Nelson (cid:129) Intelligibility in World Englishes: Theory and Practice
Nation/Macalister, Eds. (cid:129) Case Studies in Language Curriculum
Design
Johnson/Golumbek, Eds. (cid:129) Research on Second Language Teacher
Education: A Sociocultural Perspective on Professional Development
Hinkel, Ed. (cid:129) Handbook of Research in Second Language Teaching
and Learning, Volume II
Nassaji/Fotos (cid:129) Teaching Grammar in Second Language Classrooms:
Integrating Form-Focused Instruction in Communicative Context
Murray/Christison (cid:129) What English Language Teachers Need to Know
Volume I: Understanding Learning
Murray/Christison (cid:129) What English Language Teachers Need to Know
Volume II: Facilitating Learning
Wong/Waring (cid:129) Conversation Analysis and Second Language
Pedagogy: A Guide for ESL/EFL Teachers
Nunan/Choi, Eds. (cid:129) Language and Culture: Reflective Narratives and
the Emergence of Identity
Braine (cid:129) Nonnative Speaker English Teachers: Research, Pedagogy,
and Professional Growth
Burns (cid:129) Doing Action Research in English Language Teaching: A
Guide for Practitioners
Nation/Macalister (cid:129) Language Curriculum Design
Birch (cid:129) The English Language Teacher and Global Civil Society
Johnson (cid:129) Second Language Teacher Education: A Sociocultural
Perspective
Nation (cid:129) Teaching ESL/EFL Reading and Writing
Nation/Newton (cid:129) Teaching ESL/EFL Listening and Speaking
Kachru/Smith (cid:129) Cultures, Contexts, and World Englishes
McKay/Bokhosrt-Heng (cid:129) International English in its Sociolinguistic
Contexts: Towards a Socially Sensitive EIL Pedagogy
Christison/Murray, Eds. (cid:129) Leadership in English Language Education:
Theoretical Foundations and Practical Skills for Changing Times
McCafferty/Stam, Eds. (cid:129) Gesture: Second Language Acquisition and
Classroom Research
Liu (cid:129) Idioms: Description, Comprehension, Acquisition, and Pedagogy
Chapelle/Enright/Jamison, Eds. (cid:129) Building a Validity Argument for the
Text of English as a Foreign Language™
Kondo-Brown/Brown, Eds. (cid:129) Teaching Chinese, Japanese, and Korean
Heritage Students: Curriculum Needs, Materials, and Assessments
Youmans (cid:129) Chicano-Anglo Conversations: Truth, Honesty, and
Politeness
Birch (cid:129) English L2 Reading: Getting to the Bottom, Second Edition
Luk/Lin (cid:129) Classroom Interactions as Cross-cultural Encounters: Native
Speakers in EFL Lessons
Levy/Stockwell (cid:129) CALL Dimensions: Issues and Options in Computer
Assisted Language Learning
Nero, Ed. (cid:129) Dialects, Englishes, Creoles, and Education
Basturkmen (cid:129) Ideas and Options in English for Specific Purposes
Kumaravadivelu (cid:129) Understanding Language Teaching: From Method
to Postmethod
McKay (cid:129) Researching Second Language Classrooms
Egbert/Petrie, Eds. (cid:129) CALL Research Perspectives
Canagarajah, Ed. (cid:129) Reclaiming the Local in Language Policy and
Practice
Adamson (cid:129) Language Minority Students in American Schools: An
Education in English
Fotos/Browne, Eds. (cid:129) New Perspectives on CALL for Second
Language Classrooms
Hinkel (cid:129) Teaching Academic ESL Writing: Practical Techniques in
Vocabulary and Grammar
Hinkel/Fotos, Eds. (cid:129) New Perspectives on Grammar Teaching in
Second Language Classrooms
Hinkel (cid:129) Second Language Writers’ Text: Linguistic and Rhetorical
Features
Visit www.routledge.com/education for additional information on titles
in the ESL & Applied Linguistics Professional Series.
Teaching and Learning
Second Language
Listening
Metacognition in Action
Larry Vandergrift
Christine C. M. Goh
First published 2012
by Routledge
711 Third Avenue, New York, NY 10017
Simultaneously published in the UK
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2012 Taylor & Francis
The right of Larry Vandergrift and Christine C. M. Goh to be
identified as authors of this work has been asserted by them
in accordance with sections 77 and 78 of the
Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic,
mechanical, or other means, now known or hereafter
invented, including photocopying and recording, or in any
information storage or retrieval system, without permission in
writing from the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
Library of Congress Cataloging in Publication Data
Vandergrift, Larry.
Teaching and learning second language listening : metacognition in action /
Larry Vandergrift, Christine C.M. Goh.
p. cm.—(ESL & applied linguistics professional series)
Includes bibliographical references and index.
1. Language and languages—Study and teaching. 2. Listening—Study and teaching.
3. Second language acquisition—Study and teaching.
I. Goh, Christine Chuen Meng. II. Title.
P53.47.V36 2011
418.0071—dc22 2011012507
ISBN: 978–0–415–88371–9 (hbk)
ISBN: 978–0–415–88372–6 (pbk)
ISBN: 978–0–203–84337–6 (ebk)
Typeset in Sabon & Gillsans
by Swales & Willis Ltd, Exeter, Devon
Printed and bound in the United States of America on acid-free paper
by Edwards Brothers, Inc.
To our respective spouses Kathy and Paul,
for their love and faithful support;
and to our children,
Michael, Ellen, Andrea, and their families; and Nicole;
for cheering us on.
Permissions
The authors and publishers thank the following for permission to repro-
duce in whole or in part the following figures and tables:
Taylor and Francis Group, LLC, a division of Informa plc
Figure 2.1, copyright 2011, from Handbook of Research in Second
Language Teaching and Learning, Volume 2 by E. Hinkel (Ed.).
Figure 4.1, copyright 2006, from Development and validation of the
Imhof-Janusik listening concepts inventory to measure listening concep-
tualization differences between cultures. Journal of International Com-
munication Research, 35, 79–98 by M. Imhof, & L. Janusik.
Wiley-Blackwell Publishers
Table 2.2, copyright 1997, from The Cinderella of communication
strategies: receptive strategies in interactive listening. Modern Language
Journal, 90, 338–352 by L. Vandergrift.
Figure 5.4, copyright 2006, from The Metacognitive Awareness Lis-
tening Questionnaire (MALQ): Development and validation. Language
Learning, 56, 431–462 by L. Vandergrift, C. Goh, C. Mareschal, &
M. H. Tafaghodatari.
Appendix A, copyright 1997, from The strategies of second language
(French) listeners: A descriptive study. Foreign Language Annals, 30,
387–409 by L. Vandergrift.
Mouton De Gruyter Publishers
Figure 3.1, copyright 1993, from Language use in normal speakers and
its disorders by W. J. M Levelt. In G. Blanken, J. Dittmann, H. Grimm,
J. C. Marshall, & C.-W. Wallesch (Eds.), Linguistic disorders and pathol-
ogies (pp. 1–15).
University of Toronto Press
Figure 5.2, copyright 2003, from From prediction through reflection:
Guiding students through the process of L2 listening. The Canadian
Modern Language Review, 59, 425–440 by L. Vandergrift.
Permissions ix
Cambridge University Press
Table 6.1 and Table 6.2, copyright 2004, from Learning to listen or
listening to learn? Annual Review of Applied Linguistics, 24, 3–25 by L.
Vandergrift.
Oxford University Press
Figure 8.4, copyright 2003, from Discovery listening—improving percep-
tual processing. ELT Journal, 57, 335–343 by M. Wilson.
Council of Europe
Figure 12.4 and Figure 12.5, copyright 2001, from A common
European framework of reference for languages: Learning, teaching,
assessment.
Contents
Preface xiii
Acknowledgments xviii
Prologue: Reflection on Issues Related to Teaching
and Learning Listening xix
PART I
Learning to Listen 1
1 Challenges and Opportunities in Listening Instruction 3
2 Listening Competence 15
3 A Model of Listening Comprehension 36
4 Factors That Influence Listening Success 56
PART II
A Metacognitive Approach to Listening 79
5 A Metacognitive Approach to Listening Instruction 81
6 A Metacognitive Pedagogical Sequence 104
7 Activities for Metacognitive Instruction 124
8 Developing Perception and Word Segmentation Skills 143
9 Task-Based Listening Lessons 166
10 Projects for Extensive Listening 198
