Listening to Learn or Learning to Listen
Bibliographic Data
| ID | 5846552 |
|---|---|
| Authors | Larry Vandergrift (corresponding author) |
| Year | 2004 |
| Volume | 24 |
| Pages | 3-25 |
| Publication date | 2004-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Annual Review of Applied Linguistics (BOOK_SERIES) |
| Journal identifiers | ISSN: 0267-1905 • E-ISSN: 1471-6356 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0267190504000017 |
| OpenAlex | W2167053930 |
| Language | EN |
| Citations received | 72 |
| References cited | 52 |
Listening is probably the least explicit of the four language skills, making it the most difficult skill to learn. This chapter begins with a brief overview of cognitive processes involved in listening and their implications for L2 listening instruction. Recent research (1998-2003) on a variety of instructional techniques to help L2 listeners process linguistic input is then reviewed, noting insights that can inform listening instruction, particularly techniques that can teach students how to listen. Two approaches to listening instruction are presented: an approach to raise metacognitive awareness about listening (favoring top-down processes) and an approach to develop lexical segmentation and word recognition skills (favoring bottom-up processes). An integrated model for L2 listening instruction is proposed. Finally, recent research on different types of listening (e.g., academic listening, bidirectional listening) and the sociolinguistic dimension of listening are reviewed. The chapter concludes with recommendations for future research. The basic premise underlying this chapter is that, given the critical role of listening in language learning, students need to "learn to listen" so that they can better "listen to learn
Appreciative listening · Reflective listening · EFL/ESL Teaching and Learning · Second Language Acquisition and Learning · Second Language Learning and Teaching
Reading, Writing, Speaking and Listening
Technology and Listening
Teaching Listening
Metacognitive Instruction
The Interplay of Willingness to Listen, Metacognitive Instruction, and Awareness in Listening Comprehension
L’enseignement De La Compréhension Orale
Shadow-Reading Strategy Effect on EFL Listening Comprehension Skills and Motivation
Investigating the Relationship Among Metacognitive Awareness, Self-efficacy, and EFL Learners’ Listening Comprehension Performance
Factors Contributing to the Gap Between Listening and Speaking Skills Performance Among University Students Post Covid-19
Desenvolvimento da compreensão oral em Português Língua Segunda com recurso a materiais semi-autênticos
Ensino de português para refugiadas e refugiados
The Interface Between Metacognitive Strategy Training and Locus of Control in Developing EFL Learners’ Listening Comprehension Skill
Empowering teacher education with jigsaw techniques
Embedding L2 Listening Homework in Metacognitive Intervention
Optimiser les conditions de réalisation de modules de e-learning pour favoriser la compréhension orale en contexte universitaire japonais
The impact of input format on written performance in a listening-into-writing assessment
Diagnosing l2 English learners’ listening difficulties and learning needs through computerized dynamic assessment
Consciously choosing and shaping what to comprehend
The Relative Significance of Syntactic Knowledge and Vocabulary Knowledge in Second Language Listening Ability
Factors influencing students' listening learning performance in mobile vocabulary‐assisted listening learning
How do second language learners go about their listening when they view captioned videos? Replication studies of Taylor (2005), Winke et al. (2013) and Rodgers and Webb (2017)
The Effectiveness of the Flipped Learning Model in Improving Second/Foreign Language Metacognitive Listening Awareness and Strategy Use
Exploring the relationship between metacognitive awareness, motivation, and L1 students’ critical listening skills
Second language listening instruction and learners’ vocabulary knowledge
The cognitive load of listening activities of a cognitive-based listening instruction
The Effect of Metacognitive Strategy Training and Raising Efl Learners’ Metacognitive Knowledge on Listening Performance
Effects of web-based metacognitive listening on Chinese university EFL learners' listening comprehension and metacognitive awareness
Study abroad experiences count
The effects of metacognitive intervention and metacognitive intervention through dialogic interaction on L2 learners’ listening comprehension and cognitive load
Exploring the relationship between metacognitive awareness and listening performance with questionnaire data
Second language listeners interactions with playback controls in technology-enhanced listening
Investigating the relationship between Iranian EFL learners’ use of language learning strategies and foreign language skills achievement
The typology of second language listening constructs
What Types of Training Improve Learners’ Performances in Second Language Listening Comprehension
Reading versus listening
A Brief History of Listening Comprehension in Second Language Teaching and Learning
A comparative study between Iraqi and Jordanian EFL students' metacognitive awareness of listening to lectures
The students’ perception of advance organizer as a background knowledge building strategy on listening comprehension
Strategies employed by Iranian EFL freshman university students in extensive listening
The predictive effects of motivational beliefs on listening strategy use
The Effect of Listening Strategy Intervention on the Development of Young Learners’ L2 Listening Skills
Seeing to understand better? The interplay between cognitive traits and nonverbal visual cues in L2 video comprehension
Measuring latent listening strategies
Exploring the relationship between aural decoding and listening comprehension among L2 learners of English
Examining whether learning outcomes are enhanced when L2 learners’ cognitive styles match listening instruction methods
The impact of captioning and playback speed on listening comprehension of multilingual English learners at varying proficiency levels
Decreasing cognitive load for novice EFL learners
The impact of verbal and nonverbal auditory resources on explicit foreign language vocabulary learning
Examining the relationship between decoding and comprehension in L2 listening
Second or foreign language learning through watching audio-visual input and the role of on-screen text
Research into practice
Effects of Group-Dynamic Assessment and Process-Based Instruction on EFL Learners’ Metacognitive Awareness and Listening Comprehension
Bottom-Up or Top-Down
Bricks or Mortar
Examining the Interaction between two Process‐based L2 Listening Instruction Methods and Listener Proficiency Level
Metacognition in L2 Listening
Second Language Listening Instruction
L2 listening
Metacognitive instruction in L2 French
Which approach best promoted low-proficiency learners’ listening performance
Comparing Teacher Priorities and Student Uptake in EMI Lectures
Effects of Metacognitive Strategy Training on Chinese Listening Comprehension
Perfectionism, Self-Efficacy Components, and Metacognitive Listening Strategy Use
Oral Language and Story Retelling During Preschool and Primary School Years
EFL Listening, Metacognitive Awareness, and Motivation
Suppression and Working Memory in Auditory Comprehension of L2 Narratives
Cross-Language Priming of Word Meaning During Second Language Sentence Comprehension
Teaching L2 Learners How to Listen Does Make a Difference
The Effect of Listening Strategy Instruction on Second Language Listening Anxiety and Self-Efficacy of Iranian EFL Learners
Exploring the role of phraseological knowledge and syntactic knowledge in L2 listening comprehension
The Challenges of Listening to Academic Lectures for EAP Learners and the Impact of Metacognition on Academic Lecture Listening Comprehension
A Case Probe into Emotional Experiences of Chinese English Majors in L2 Listening Learning Process
Learning Strategies in Second Language Acquisition
Intentional and incidental second language vocabulary learning
The Effects of Listeners' Control of Speech Rate on Second Language Comprehension
Between Speaking and Listening
Bottom-up or Top-down Processing as a Discriminator of L2 Listening Performance
Metacognitive Knowledge and Language Learning1
Context and content visuals and performance on listening comprehension stimuli
Teaching and Researching Listening
Learners' Perceptions of Listening Comprehension Problems
Narrow Listening
A cognitive perspective on language learners' listening comprehension problems
Learning to listen and comprehend
The case for narrow listening
Exploring listening comprehension tactics and their interaction patterns
Articulatory and perceptual cues to non-native phoneme perception
Listening Strategies in ESL
Seeing through Listening Comprehension Exam Anxiety
Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency
Examining the Relationship Between L2 Listening Research, Pedagogical Theory, and Practice 1
The Effects of Native Language vs. Target Language Captions on Foreign Language Students' DVD Video Comprehension
Listening with Your Eyes
Metacognition and cognitive monitoring
Research on Negotiation
Orchestrating Strategy Use
Resource Consumption as a Function of Topic Knowledge in Nonnative and Native Comprehension
| Unique citing works | 72 |
|---|---|
| Citations per year | 3,6 |
| Citation span | 2006 - 2026 (21) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 72 |