L2 Listening Expertise: A Deliberate Practice Approach

Nasrin S. Altuwairesh


The significant role listening plays in second language acquisition is now well-established. However, despite changes in the perception of second language (L2) listening, it remains an under-researched skill. Listening is the most challenging of the four language skills in terms of both learning and teaching. This calls for more research to tackle issues with the teaching and learning of L2 listening. Expertise is thought to be the end result of engaging in extensive amounts of deliberate practice. However, metacognitive instruction and deliberate practice done separately are rarely enough to achieve L2 listening expertise. Thus, this article proposes a new approach to L2 listening, in which metacognitive instruction is an essential element, but not an end in itself. This new approach to L2 listening integrates both metacognitive instruction and deliberate practice to gain benefits and overcome the shortcomings in the two approaches. Therefore, the combining of metacognitive instruction with deliberate practice challenges the current approach to teaching L2 listening.

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DOI: https://doi.org/10.5296/ijele.v9i2.18918


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International Journal of English Language Education    E-mail: ijele@macrothink.org    Copyright © Macrothink Institute    ISSN 2325-0887

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