ABSTRACT
Listening, unlike writing, speaking, and even reading, is typically done in real time where the input is transient and there is little record of what happens during listening. Teachers therefore find it difficult to teach listening in the way they teach the other language skills. Chapter 6 described a pedagogical sequence that encourages students to activate the processes of real-life listening through planning, monitoring, problem-solving, and evaluation. This is an important way for teachers to make the processes of listening explicit and show learners how they can develop greater facility in the execution of these processes. The different stages of discussion and repeated listening offer learners the opportunity to revisit the input, giving some degree of permanence to what would have been ephemeral and transient. Re-listening helps learners comprehend more of the content, which can motivate them to continue their practice. The pedagogical sequence is a direct metacognitive approach to teaching that deconstructs the listening process and the listening text. It is one of two ways to plan listening lessons discussed in this book.
