It is widely accepted that listening skills are of vital importance to the communicative process. In fact, research shows that around 40% of the time adults spend communicating involves listening, a percentage that dominates time spent engaged in the other three skills (Feyten, 1991; Nunan, 1998). Likewise, Dunkel (1991) mentions that “[aural comprehension] is very possibly of more use to most learners of foreign languages than is speaking competence” (p. 436). Given these observations, it is surprising that, crucial as it is, listening is often overlooked in language classrooms (Flowerdew & Miller, 2005; Nation & Newton, 2009). Outside the classroom context, in general oral communication, the speaker rather than the listener is the center of attention. This situation may be reflected in language classrooms, where speaking often takes priority over listening.
|Title of host publication||Realizing autonomy: practice and reflection in language education contexts|
|Editors||Kay Irie, Alison Stewart|
|Number of pages||16|
|Publication status||Published - 2011|