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　　PrefaceThis book is a version of Le Chang's thesis, which he successfully completed in 2012 in the University of Auckland. The thesis examines the teaching of listening to Chinese university students. In general “listening”has been viewed as a skill that is taught by means of various listening comprehension activities. A key feature of Chang's book is that in addition to treating listening in this way he also views it as a medium for developing linguistic competence. Thus he investigates both listening comprehension and vocabulary acquisition. He was able to show that students can learn new vocabulary incidentally as a result of performing listening tasks.

　　The book also explores the role of metacognitive awareness in listening comprehension. Current research places great store on different aspects of metacognitive awareness (for example, directed attention, mental translation and problem solving) based on research that suggests that second language learners with well-developed metacognitive awareness are better listeners and also that training learners in the use of metacognitive strategies can assist the development of listening skills. However, Chang reported only a weak relationship between metacognitive awareness and both listening comprehension and vocabulary acquisition, casting some doubt on the claims other researchers have made.

　　An interesting feature of the book is the kind of listening task that Chang used in his study. Traditional listening comprehension activities require students to listen to a text and then answer questions to demonstrate their comprehension of it. Chang, however, used information-transfer tasks. That is, while students were listening to the text, they were required to complete a chart or a diagram. Their comprehension was measured by examining the extent to which they had succeeded in transferring information for the listening text to the chart/diagram. This kind of listening activity is more authentic than the traditional type as it requires students to demonstrate comprehension while listening, not after.

　　This book has much to offer both researchers interested in investigating listening comprehension and teachers interested in exploring new ways of teaching listening. I strongly recommend it.

　　Rod Ellis

　　Distinguished Professor, University of Auckland

　　Chang Jiang Scholar Professor, Shanghai International Studies University 元认知策略研究：二语听力理解与附带词汇习得（英文版）