ABSTRACT
In this book we argue for a comprehensive metacognitive approach to L2 listening instruction and present a wide range of tasks to guide language learners in listening development, in and out of the classroom. The end goal of a metacognitive approach is not only skill development: it is equally the development of learners who understand the challenges of L2 listening, think about their learning, know their own strengths and weaknesses as L2 listeners, can self-direct, and can manage their progress in listening. In other words, the goal is self-regulated learners who are aware of their own learning processes, the demands of their learning tasks, key listening skills, and a range of strategies that they apply and adapt to meet the needs of specific contexts. Progress toward this goal or achievement in L2 listening needs to be assessed periodically, regardless of what approach is used in teaching.
