Native speakers, when listening to lectures, sift through the information to choose what to listen to, make hypotheses about future discourse, synthesize preceding discourse, and add their own background knowledge. Nonnative speakers, in their native languages, follow the same procedures. When dealing with a foreign language, however, they are not as aware of the conventions and cues that allow one to evaluate information, make hypotheses, and add background knowledge. Non-native speakers need to be aware of their active role as listeners in the foreign language as well as in their native language. Lecture transcripts and cloze lecture transcripts can be used and analyzed to make students aware of the process of listening to lectures and to give students confidence in their ability to listen selectively, piecing the discourse together, without attending to every word. Five exercises are suggested for nonnative speakers based on the theories and analyses cited: transcripts analysis, lecture transcripts with blanks for words or ideas, and hypothesis-making using lecture transcripts in three lengths. (AMH)