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Although second language (L2) listening assessment has been the subject of much research interest in the past few decades, there remain a multitude of challenges facing the definition and operationalization of the L2 listening construct(s). Notably, the majority of L2 listening assessment studies are based upon the (implicit) assumption that listening is reducible to cognition and metacognition. This approach ignores emotional, neurophysiological, and sociocultural mechanisms underlying L2 listening. In this paper, the role of these mechanisms in L2 listening assessment is discussed and four gaps in understanding are explored: the nature of L2 listening, the interaction between listeners and the stimuli, the role of visuals, and authenticity in L2 listening assessments. Finally, a review of the papers published in the special issue is presented and recommendations for further research on L2 listening assessments are provided.

The Known and Unknown About the Nature and Assessment of L2 Listening