ABSTRACT
Listening is hard work and, contrary to popular opinion, listeners are very active as they seek to understand a message. Listening can also be an active process of joint construction of understanding with others. By integrating metacognitive activities with everyday listening activities, teachers can help learners become aware of the various processes that are involved in L2 listening. Classroom factors also contribute to anxiety if the focus is on product and associated with evaluation of comprehension. Pre-listening activities also help alleviate anxiety by better preparing learners for what they will hear. The social and affective demands of some interactive listening tasks may also be very high. One-way listening through the radio or television does not have such social and cognitive demands.
