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ESL & Applied Linguistics Professional
Teaching and Learning Second Language Listening: Metacognition in Action
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.
331 pages, Kindle Edition
First published October 1, 2011
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29 people want to read
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Displaying 1 of 1 review
June 21, 2014
This book was given to me by a friend as a birthday present - she told me it was one of the most useful EFL books she's read, and I strongly agree. It's added to the new way I approach teaching listening prompted by reading 'Listening in the Language Classroom' by John Field, also recommended by the same friend.
It's also given a name to something I've been thinking about: the idea of 'metacognition', or making students aware of why they are doing what they are doing and how they can use this knowledge to process the language more effectively.
It's written in a very clear style, including activities you can try in the classroom. It's prompted a lot of ideas for activities and associated blog posts which I'll hopefully be able to follow up on.
I would especially recommend it to those doing listening assignments as part of Delta or MA courses.
It's also given a name to something I've been thinking about: the idea of 'metacognition', or making students aware of why they are doing what they are doing and how they can use this knowledge to process the language more effectively.
It's written in a very clear style, including activities you can try in the classroom. It's prompted a lot of ideas for activities and associated blog posts which I'll hopefully be able to follow up on.
I would especially recommend it to those doing listening assignments as part of Delta or MA courses.
Displaying 1 of 1 review