Abstract
Listening instruction remains problematic for learners seeking to improve their comprehension and for teachers seeking to address learners' listening difficulties. However, prior evidence suggests task‐based metacognitive approaches in L2 listening help provide pedagogic guidance for learners to employ listening skills in EAP (English for academic purposes) courses (Goh, 2018). This entry explores how to “teach” L2 listening using Goh's (2018) task‐based metacognitive instruction for listening (TBMIL) framework. First, the lesson instruction framework introduces a pre‐listening metacognitive frame so learners can engage in top‐down and bottom‐up approaches to plan their listening. Next,
before‐/while‐/after‐listening
stages give learners the opportunity to use learning strategies as they listen. Finally, metacognitive listening journals help learners reflect on their metacognitive knowledge to plan and carry out more effective listening and evaluate their interpretations. The entry demonstrates how these metacognitive components improve five‐stage L2 listening lessons using process‐based approaches that educators can implement in their own classrooms.