Listening comprehension,a long-neglected area in English language teaching,was not taught as a separate course in our schools until the early 1980s.“Yet ithas been estimated that of the time adults spend in communica...Listening comprehension,a long-neglected area in English language teaching,was not taught as a separate course in our schools until the early 1980s.“Yet ithas been estimated that of the time adults spend in communication activities 45per cent is devoted to listening,only 30 per cent to speaking,16 per cent to read-ing,and a mere 9 per cent to writing.”Listening can and ought to be taughtapart from speaking;it has its peculiar problems.There’s just as much activity展开更多
Introduction For many years, listening comprehension has been taken for granted as a course and has simply been continuous and constant listening given to the students regardless of the strategies employed, the stages...Introduction For many years, listening comprehension has been taken for granted as a course and has simply been continuous and constant listening given to the students regardless of the strategies employed, the stages needed to achieve the goal and the appropriateness of the materials. Teachers teach their students listening in the way they themselves were taught. This empirical perspective of teaching, which lacks a sufficiently scientific basis, has been challenged in recent years by evidence from psycholinguistic research. This influential field of study has provided many fresh insights into the nature of the human mind and broadened our view of language teaching.展开更多
文摘Listening comprehension,a long-neglected area in English language teaching,was not taught as a separate course in our schools until the early 1980s.“Yet ithas been estimated that of the time adults spend in communication activities 45per cent is devoted to listening,only 30 per cent to speaking,16 per cent to read-ing,and a mere 9 per cent to writing.”Listening can and ought to be taughtapart from speaking;it has its peculiar problems.There’s just as much activity
文摘Introduction For many years, listening comprehension has been taken for granted as a course and has simply been continuous and constant listening given to the students regardless of the strategies employed, the stages needed to achieve the goal and the appropriateness of the materials. Teachers teach their students listening in the way they themselves were taught. This empirical perspective of teaching, which lacks a sufficiently scientific basis, has been challenged in recent years by evidence from psycholinguistic research. This influential field of study has provided many fresh insights into the nature of the human mind and broadened our view of language teaching.
