Abstract
For many teachers and learners, choosing effective tasks in the L2 listening classroom remains problematic. This entry discusses how to address the complexity of selecting listening tasks for listening lessons by considering information processes, bottom‐up and top‐down approaches, controlled and automatic processes, and the reiterative process (perception, parsing, and utilization). These processes can be orchestrated to provide teachers and learners with an integrated task approach to L2 listening. The entry then defines five listening tasks proposed by Goh (2018b) before providing practical teaching ideas that could be used for listening lessons.