Listening beyond comprehension: towards a taxonomy of L2 interactive listening skills

Listening in second language (L2) education has long been conceptualized and operationalised with an overwhelming focus on one-way, nonparticipatory listening. While this is necessary for the development of cognitive dimensions of L2 listening, it leaves a gap where learners are under-equipped for two-way, interactive listening, particularly the sociointeractional dimensions of 'being listeners'. In this paper, we argue that the construct of listening for L2 teaching and learning should include skills for interactive listening. We review prevailing taxonomies of L2 listening skills that serve as the basis for reference standards, syllabuses, and assessments, and highlight the under-representation and underspecification of interactive listening. We then draw on insights from Conversation Analytic research on spoken interactions and L2 interactional competence, to shed light on the nature of listening and listener actions in interactions. On that basis, we propose a taxonomy of interactive listening skills that provides a framework for teachers to help learners develop these skills systematically and explicitly. Finally, we discuss the significance of interactive listening in language teaching research and practice, and outline an agenda for future research.