1. LISTENING TO LEARN OR LEARNING TO LISTEN?

By Larry Vandergrift. Annual Review of Applied Linguistics, 2004

514 citations recorded by the source corpus.

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.”

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

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Citations in the corpus

Exploring the relationship between metacognitive awareness and listening performance with questionnaire data (2014, background): “The benefit of evaluating comprehension is that the result could lead to learners’ more active and appropriate planning for the next time they listen through a cycle of planning-evaluation-planning in their process of learning to listen (Vandergrift, 2004).”
Metacognitive Instruction for Second Language Listening Development (2008, background): “One of these is the metacognitive approach proposed by scholars such as Chamot (1995), Mendelsohn (1995, 1998) and Vandergrift (2004) which I will discuss and expand later in this paper.”
Learners' Listening Comprehension Difficulties in English Language Learning: A Literature Review. (2016, background): “Vandergrift (2004) and Walker (2014) indicated that oral passages exist in real time and should be processed rapidly and when the passage is over, only a mental representation remains.”
Effects of listening strategy instruction on news videotext comprehension (2009, background): “The premise that promoting the use and development of listening strategies through explicit instruction is conducive to helping learners become more efficient, effective and autonomous listeners is evident in recent literature on L2 listening pedagogy (e.g. Flowerdew and Miller, 2005; Lynch and Mend”