I learned about listening is the language modality that is used most frequently. It has
been estimated that adults spend almost half their communication time
listening, and students may receive as much as 90% of their in-school
information through listening to instructors and to one another. Often,
however, language learners do not recognize the level of effort that
goes into developing listening ability.
Far from passively receiving and recording aural input, listeners
actively involve themselves in the interpretation of what they hear,
bringing their own background knowledge and linguistic knowledge to bear
on the information contained in the aural text. Not all listening is
the same; casual greetings, for example, require a different sort of
listening capability than do academic lectures. Language learning
requires intentional listening that employs strategies for identifying
sounds and making meaning from them.
Listening involves a sender (a person, radio, television), a
message, and a receiver (the listener). Listeners often must process
messages as they come, even if they are still processing what they have
just heard, without backtracking or looking ahead. In addition,
listeners must cope with the sender's choice of vocabulary, structure,
and rate of delivery. The complexity of the listening process is
magnified in second language contexts, where the receiver also has
incomplete control of the language.
To conclusion, Given the importance of listening in language learning and teaching, it
is essential for language teachers to help their students become
effective listeners. In the communicative approach to language teaching,
this means modeling listening strategies and providing listening
practice in authentic situations: those that learners are likely to
encounter when they use the language outside the classroom.
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