Table Of Content

Teaching and Learning Second Language Listening “This book is a very well worked out approach to listening from a metacognitive 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 linguistics 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 volume 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 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. 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