3 L2 Listening in China:An Examination of Current Practice 45 options for teaching L2 listening.To further improve their students'listen- ing ability they could consider an even wider range of pedagogical options that reflect current scholarship in 1 listening pedagogy.Discussed below are pedagogical practices that L2 listening experts (e.g.Chang 2016;Field 2008;Richards 2015;Vandergrift and Goh 2012)believe should feature more prominently in the L2 listening classroom. Listening as a Process For many years the focus of L2 listening pedagogy has been on the product of listening with comprehension as the key objective of instruction.The suc- cess of a listening lesson has often been described in terms of the number of post-listening questions students are able toanswer Little attention has been paid to the process of comprehension,that is,how students process the various interrelated elements of listening and arrive at their unique comprehension of the text. Current 12 listening pedagogy encourages teachers to pay attention not only to the product the process of listening By focusing on the pro cess (e.g.how students infer meaning when the listening input is not clear or when they lack relevant prior knowledge),teachers are in a better position to support learners who might experience processing problems at the percep- tion,parsing and utilization stages of listening.They can also teach students metacognitive listening strategies (e.g.directed attention,selective listening) to help them to plan,manage and evaluate the listening process.Such listen- ing strategies help students think about the process of listening,reflect on and becon mo aware of the factors that affect their comprehension,under stand the skills and strategies they could use to solve their listening problems, and thus facilitate the comprehension of spoken discourse(Goh 2000). Listening as Comprehension and Acquisition Listening has traditionally been associated with the teaching of compre- believed to aid understanding of oral discourse.This traditional view of lis- tening is still widespread in many L2 contexts.Whilst the view of listening as comprehension has served useful pedagogical purposes,there isa need to consider listening from a different perspective,one of listening as acquisition 3 L2 Listening in China: An Examination of Current Practice 45 options for teaching L2 listening. To further improve their students’ listen￾ing ability they could consider an even wider range of pedagogical options that refect current scholarship in L2 listening pedagogy. Discussed below are pedagogical practices that L2 listening experts (e.g. Chang 2016; Field 2008; Richards 2015; Vandergrift and Goh 2012) believe should feature more prominently in the L2 listening classroom. Listening as a Process For many years the focus of L2 listening pedagogy has been on the product of listening with comprehension as the key objective of instruction. Te suc￾cess of a listening lesson has often been described in terms of the number of post-listening questions students are able to answer correctly or incorrectly. Little attention has been paid to the process of comprehension, that is, how students process the various interrelated elements of listening and arrive at their unique comprehension of the text. Current L2 listening pedagogy encourages teachers to pay attention not only to the product but also the process of listening. By focusing on the pro￾cess (e.g. how students infer meaning when the listening input is not clear or when they lack relevant prior knowledge), teachers are in a better position to support learners who might experience processing problems at the percep￾tion, parsing and utilization stages of listening. Tey can also teach students metacognitive listening strategies (e.g. directed attention, selective listening) to help them to plan, manage and evaluate the listening process. Such listen￾ing strategies help students think about the process of listening, refect on and become more aware of the factors that afect their comprehension, under￾stand the skills and strategies they could use to solve their listening problems, and thus facilitate the comprehension of spoken discourse (Goh 2000). Listening as Comprehension and Acquisition Listening has traditionally been associated with the teaching of compre￾hension skills. Classroom practices are typically organized around activities believed to aid understanding of oral discourse. Tis traditional view of lis￾tening is still widespread in many L2 contexts. Whilst the view of listening as comprehension has served useful pedagogical purposes, there is a need to consider listening from a diferent perspective, one of listening as acquisition