ABSTRACT
Many L2 teachers struggle when trying to teach notetaking. Some may simply instruct students to “take notes” without any scaffolded support, advice, or models. This chapter reviews pedagogic approaches that have been promoted in the research literature. It further details and advocates for a five-stage pedagogic cycle that aims to help students discriminate between essential and less important information, decide when to record notes, and practice specific strategies such as paraphrasing while listening to academic texts. Findings from classroom research based on this five-stage cycle, including samples of student notes, are shared to illustrate its effectiveness. Throughout the chapter, several practice ideas for L2 notetaking are shared.
