TEACHING LISTENING THROUGH NOTE-TAKING STRATEGIES
DOI:
https://doi.org/10.5281/zenodo.17152033Keywords:
Listening comprehension; note-taking strategies; second language acquisition; academic listening; metacognitive strategies; Cornell method; mind mapping.Abstract
Listening comprehension remains one of the most complex skills in second language acquisition due to the rapid, transient, and cognitively demanding nature of spoken input. Accordingly, equipping learners with effective strategies is essential for improving their ability to understand and retain information. Among these strategies, note-taking has emerged as a powerful tool that fosters active engagement, supports memory, and enhances comprehension. This article explores the role of note-taking in listening pedagogy, drawing on scholars’ views and practical examples. Specifically, it examines effective strategies such as the Cornell method, mind mapping, abbreviation systems, and recognition of organizational patterns. Ultimately, the article argues that integrating note-taking into listening instruction transforms learners into active participants in meaning-making, thereby strengthening both academic performance and overall communicative competence.
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