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The purpose of this article is to broaden the current theoretical basis for describing listening as a dynamically interpretive language process by reviewing two areas in the literatures on comprehension and interpretation that generally are not cited by writers interested in the listening process. These complementary theoretical traditions lend support to the more familiar characterizations of listening as an active language process that have emerged from the basic tenets of cognitive science. Within the cognitive framework it is widely acknowledged that listeners engage in the use of deliberate, as well as automatic, strategies for listening. By introducing less familiar themes that actually reinforce cognitive descriptions, it is hoped that the research literature into the second language (L2) listening process will be enriched. The philosophical tradition of 'hermeneutics', and a description of internal mental processes known as 'inner speech', are two specific areas of the literature that are discussed. Following an explication of the underlying processes that underpin these theoretical traditions, a pedagogical model is proposed for the teaching of academic listening skills in the L2 classroom.

Listening in a Second Language: Hermeneutics and Inner Speech