3 L2 Listening in China:An Examination of Current Practice 49 their students in focused instruction targeting their specific problems in the classroom.Furthermore,they need to design listening activities that involve their students in extensive listening outside the classroom and in real-world use of listening skills for genuine communication.Finally,they also need to foster their students'strategic competence in managing and controlling their learning process and in capitalizing on affordances both in and outside the classroom.The pedagogical recommendations we have presented in this chapter should be useful for English teachers in China and for those work- ing in other similar contexts in the world. Questions for Reflection 1.What learner characteristics need to be taken into account when we decide how to teach L2 listening? 2.What contextual factors should be considered when pedagogical decisions are made in an L2 listening classroom? 3.What are some of the variables inherent to L2 listening tasks that may influence how listening should be taught and learned? 4.In what ways can research on L2 listening inform pedagogy in the L2 lis- tening classroom? 5.In what ways is the teaching of L2 listening similar to and different from the teaching of other language skills? References Chang.C.()Teaching L2 listening:In and ouside the.A. RemandyaH.P.Widodo (Eds)Eng lmgge tng dy:Linkingth and practice (pp.111-126).New York:Springer. Field,J.(2008).Listening in the language classroom.Cambridge:Cambridge University Pres Field,J.(2009).More listening or better listeners?English Teaching Profesional,61. 12-14 Goh,C.M.(2000).A cognitive perspective on language learners'listening compre- hension problems.System,28,55-75. Li,Q.(2013).Investiga ac listening Singapore. 3 L2 Listening in China: An Examination of Current Practice 49 their students in focused instruction targeting their specifc problems in the classroom. Furthermore, they need to design listening activities that involve their students in extensive listening outside the classroom and in real-world use of listening skills for genuine communication. Finally, they also need to foster their students’ strategic competence in managing and controlling their learning process and in capitalizing on afordances both in and outside the classroom. Te pedagogical recommendations we have presented in this chapter should be useful for English teachers in China and for those work￾ing in other similar contexts in the world. Questions for Refection 1. What learner characteristics need to be taken into account when we decide how to teach L2 listening? 2. What contextual factors should be considered when pedagogical decisions are made in an L2 listening classroom? 3. What are some of the variables inherent to L2 listening tasks that may infuence how listening should be taught and learned? 4. In what ways can research on L2 listening inform pedagogy in the L2 lis￾tening classroom? 5. In what ways is the teaching of L2 listening similar to and diferent from the teaching of other language skills? References Chang, C.-S. (2016). Teaching L2 listening: In and outside the classroom. In W. A. Renandya & H. P. Widodo (Eds.), English language teaching today: Linking theory and practice (pp. 111–126). New York: Springer. Field, J. (2008). Listening in the language classroom. Cambridge: Cambridge University Press. Field, J. (2009). More listening or better listeners? English Teaching Professional, 61, 12–14. Goh, C. M. (2000). A cognitive perspective on language learners’ listening compre￾hension problems. System, 28, 55–75. Li, Q. (2013). Investigating the metacognitive approach to second language listening instruction. Unpublished MA dissertation, Nanyang Technological University, Singapore