Learners' cognitive processing problems during comprehension as a basis for L2 listening research

Second language (L2) learners often experience challenges when they listen. This is due to limitations in their ability to recognise words in streams of speech, apply their knowledge of L2 vocabulary and grammar to process the input, and construct an interpretation that is reasonably complete by using their prior and contextual knowledge. In this paper I consider the importance of identifying learners' cognitive processing problems and why it should be a basis or rationale for conducting L2 listening research. I do this by reviewing ideas discussed in my 2000 System paper which reported a study on L2 learners' real-time cognitive problems during perceptual processing, parsing and utilisation, and proposed pedagogical ideas for developing skills and strategies for overcoming these problems. These early findings on learners' real-time listening problems have lent support to the need for investigating how internal factors might impinge on cognitive processes and pedagogical interventions that may help to improve learners' cognitive processing. I offer suggestions for expanding the scope of research on learners' listening difficulties and distilling new questions from some current lines of inquiry. I also recommend that L2 researchers work with researchers in areas such as neuroscience to adopt new tools and methods for investigating learners' cognitive processes.