ABSTRACT
This chapter builds on the theories and research in the previous chapter and gives an overview of approaches to teaching listening in second/foreign language situations. It recommends process-oriented pedagogies where the focus is not on the outcomes of listening, but on helping learners to develop top-down and bottom-up skills for comprehension, and to become strategic listeners who can manage the processes of listening comprehension and learning to listen. Key guiding principles focusing on metacognition are provided to help teachers build a listening curriculum and plan listening activities that enable learners to better understand listening processes and control their listening development.
