Ministry of Education and Science of Ukraine

Ivan Franko Lviv National University

English section

Listening comprehension
in English linguistic communication learning

A course-paper

presented

by I. Lutsak

a 4th-year pupil

Consulted

by C. Lototska

Associate Professor

Lviv – 2003

Plan

Introduction

I. The rules of learning listening comprehension

1. Reasons for learning listening comprehension

2. What is listening?

3. Principles for developing listening ability

4. The intent and nature of the listening comprehension programme

II. The construction of listening comprehension and types of activities

1.Organisation of listening comprehension

2. Activities and processs

3. Listening as a stimulation to other activities

4. Interactive hearing

5. Listening stuff

6. Listening comprehension trials

Decisions

Bibliography

Drumhead

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Introduction Introduction

Foreign linguistic communications have been taught officially for centuriesand records of linguistic communication learning stuffs have been around for over 500 old ages [ 8, p.139 ] . However, learning listening comprehension as a portion of learning a foreign or 2nd linguistic communication is a comparatively recent development whose history lies largely in the last 30 old ages. In the earliest of learning methods known, the grammar-translation method, scholars focused entirely on the analysis of written texts. Listening was used entirely to attach to these texts and to supply theoretical accounts for unwritten reading. It was non until the late 1800s that hearing was used in linguistic communication direction as a agency of developing unwritten communicating [ 8, p.139 ] . It was assumed that pupils would merely get the ability to understand the spoken signifier of the linguistic communication if they on occasion heard their instructor talk it or listened to a tape of it being spoken. It was rapidly demonstrated that this attack was merely non working.

This led to the development of the direct method
in which unwritten presentations and aural comprehension were emphasized. The mark linguistic communication was entirely used in the schoolroom and interlingual rendition was proscribed. Second linguistic communication acquisition was intended to continue mostly as first linguistic communications were learned – traveling from touchable state of affairss to more abstract 1s. Initially, merely mundane, concrete vocabulary and sentences were taught. Oral communicating was initiated by the instructor through question-answer exchanges with the scholars. All new linguistic communication was taught through presentations, objects and images, much the manner that a kid is immersed in ocular contexts and unwritten linguistic communication.

The direct method, which was ab initio designed for little group instruction, was finally adapted for usage with larger groups and for learning the four accomplishments ( listening, speech production, reading, composing ) . This new manner of instruction, which emanated from England, was subsequently dubbed the unwritten attack
because all lessons started with unwritten presentations [ 8, p.140 ] . Dialogues in which new grammar forms and vocabulary were introduced were modelled by the instructor. The scholars repeated chorally, seeking to copy the instructor & # 8217 ; s pronunciation. Oral drills, based on the duologues, were devised to reenforce these new linguistic communication points, ab initio through a listening manner. Finally, scholars were given reading and composing assignments utilizing the constructions and words they had practiced.

At about the same clip that the unwritten attack was being developed in Europe, American linguists began to propagate a slightly more utmost attack called the audio-lingual method
[ 8, p.140 ] . In this attack besides, the accent was on unwritten presentation and unwritten drills. The intent of this method was to retain scholars to believe in the new linguistic communication by assisting them to organize new wonts, a position that was evidently driven by the behavioral psychological science that was popular at the clip.

Although these oral-aural methods helped many students learn 2nd linguistic communications, there has been a gradual diminution in their popularity. Get downing in the 1970s, there was a world-wide rethinking of the rules involved in 2nd linguistic communication instruction. The consequence of this came to be known as communicative linguistic communication
learning
, a motion that emphasized non merely the importance of unwritten linguistic communication in linguistic communication acquisition, but the usage of realistic and reliable societal linguistic communication [ 8, p.140 ] . The communicative linguistic communication learning motion gave rise to the usage of sound and subsequently picture stuff which reflected reliable linguistic communication in usage. Learners were no longer exposed to ideal grammar and vocabulary samples of unwritten linguistic communication. Alternatively, they were given a steady exposure to situational duologues and linguistic communication fictions.

Coincident to the development of communicative linguistic communication instruction, the survey of 2nd linguistic communication acquisition became an recognized and progressively well-thought-of subject within linguistics and societal scientific discipline [ 1 ; 2 ; 8 ; ] .

I. The rules of learning listening comprehension I. The rules of learning listening comprehension
1. Reasons for learning listening comprehension 1. Reasons for learning listening comprehension

One of the chief grounds for acquiring pupils to listen to talk English is to allow them hear different assortments and speech patterns – instead so merely the voice of their instructor with its ain foibles. In today & # 8217 ; s universe, they need to be exposed non merely to one assortment of English ( British English, for illustration ) but besides to assortments such as American English, Australian English, Caribbean English, Indian English or West African English.

There are, of class, jobs associated with the issue of linguistic communication assortment. Within British English, for illustration, there are many different idioms and speech patterns. The differences are non merely in the pronunciation of sounds ( & # 8216 ; bath
& # 8217 ; like & # 8216 ; laugh
& # 8217 ; vs. & # 8216 ; bath
& # 8217 ; like & # 8216 ; cat
& # 8217 ; ) but besides in grammar ( the usage of & # 8216 ; shall & # 8217 ; in northern assortments compared with its usage in & # 8216 ; Standard English & # 8217 ; – the southern, BBC-type assortment ) . The same is of class true American, Indian or West African English.

Despite the desirableness of exposing pupils to many assortments of English, nevertheless, common sense is called for. The figure of different assortments ( and the grade to which they are different from the one pupils are larning ) will be a affair for the instructor to justice. But even if they merely hear occasional assortments of English, which are different from the instructor & # 8217 ; s, it will give them a better thought of the universe linguistic communication, which English has become.

The 2nd major ground for learning hearing is because it helps pupils to get linguistic communication subconsciously even if instructors do non pull attending to its particular characteristics. Exposure to linguistic communication is a cardinal demand for anyone wanting to larn it. Listening to allow tapes provides such exposure and pupils get critical information non merely about grammar and vocabulary but besides about pronunciation, beat, modulation, pitch and emphasis.

Last, pupils get better at listening the more they do it. Listening is a accomplishment and any aid we can give pupils in executing that accomplishment will assist them to be better hearers [ 5, p.97-98 ] .

2. What is listening? 2. What is listening?

In order to specify hearing, we must sketch the chief constituent accomplishments in listening. In footings of the necessary constituents, we can name the followers:

& # 183 ; favoritism between sounds

& # 183 ; acknowledging words

& # 183 ; placing grammatical groupings of words

& # 183 ; placing & # 8216 ; matter-of-fact units & # 8217 ; – looks and sets of vocalization which map as whole units to make significance

& # 183 ; linking lingual cues to paralinguistic cues ( modulation and emphasis ) and to nonlinguistic cues ( gestures and relevant objects in the state of affairs ) in order to build significance

& # 183 ; utilizing background cognition ( what we already know about the content and the signifier ) and context ( what has already been said ) to foretell and so to corroborate significance

& # 183 ; remembering of import words and thoughts

Successful listening involves an integrating of these component accomplishments. In this sense, hearing is a coordination of the constituent accomplishments, non the single skills themselves. This integrating of these perceptual experience accomplishments, analysis accomplishments, and synthesis accomplishments is what we call a individual & # 8217 ; s listening ability
[ 9, p.4 ] .

Even though a individual may hold good hearing ability, he or she may non ever be able to understand what is being said. In order to understand messages, some witting action is necessary to utilize this ability efficaciously, so it is non possible to see it straight, but we can see the effects of this action. The implicit in action for successful hearing is determination doing
[ 9, p.4 ] . The hearer must do these sorts of determinations:

& # 183 ; What sort of state of affairs is this?

& # 183 ; What is my program for listening?

& # 183 ; What are the of import words and units of significance?

& # 183 ; Does the message make sense?

Successful hearing requires doing effectual & # 8216 ; existent clip & # 8217 ; determinations about these inquiries. In this sense, hearing is chiefly a thought procedure – believing about significance
. Effective hearers develop a utile manner of believing approximately intending as they listen. The manner in which hearer makes these determinations is what we will name a hearing scheme
[ 9, p.4 ] .

3. Principles for developing listening ability 3. Principles for developing listening ability

Using general cognition about linguistic communication accomplishment development, we can pull up some guidelines for developing listening ability:

( a )
Listening ability develops through face-to-face interaction.

By interacting
in English, scholars have the opportunity for new linguistic communication input and the opportunity to look into their ain hearing ability. Face-to-face interaction provides stimulation for development of listening for significance.

( B )
Listening develops through concentrating on significance and seeking to larn new and of import content in the mark linguistic communication.

By concentrating on significance and existent grounds
for listening
in English, scholars can mobile both their lingual and non-linguistic abilities to understand.

( degree Celsius )
Listening ability develops through work on comprehension activities.

By concentrating on specific ends
for listening, scholars can measure their attempts and abilities. By holding chiseled comprehension activities, scholars have chances for measuring what they have achieved and for alteration.

( vitamin D )
Listening develops through attending to truth and an analysis of signifier.

By larning to comprehend sounds and words accurately
as they work on meaning-oriented activities, our scholars can do steady advancement. By larning to hear sounds and words more accurately, scholars gain assurance in listening for intending [ 9, p.7 ]
.

4. The intent and nature of the listening comprehension programme 4. The intent and nature of the listening comprehension programme

The undermentioned chief ends are suggested for the hearing comprehension programme:

( a ) to give the scholars experience of listening to a broad assortment of samples of spoken linguistic communication
. The intent here, so, is exposure
to:

& # 183 ; different assortments of linguistic communication ( standard/regional, formal/informal etc. ) ;

& # 183 ; different text types ( colloquial, narrative, enlightening etc. ) .

The motive for the scholar should be pleasance, involvement, and a turning assurance at being able to understand the spoken linguistic communication without mention to the written signifier.

( B ) to develop the scholars to listen flexibly
e. g. for specific information, for the chief thought or thoughts, or to respond to instructions ( i. e. by making something ) . The motive for this type of listening will come from undertakings, which are interesting in their ain right, and which will concentrate the scholars & # 8217 ; attending on the stuff in an appropriate manner.

( degree Celsius ) to supply, through hearing, a stimulation for other activities
e. g. treatment, reading and authorship.

( vitamin D ) to give the scholars chances to interact while listening
. In the schoolroom this must be done mostly through discussion-type activities and games, where listening signifiers a natural portion of the activity. This type of activity will be done largely in little groups, but there are occasions when the instructor can profitably interact with the whole category [ 1, p.15 ] .

II. The construction of listening comprehension and types of activities II. The construction of listening comprehension and types of activities
1.Organisation of listening comprehension 1.Organisation of listening comprehension

Listening comprehension is divided into four chief subdivisions:

Section I.Attentive hearing

Section II.Intensive hearing

Section III.Selective hearing

Section IV.Synergistic hearing

Each subdivision helps pupils develop a scope of accomplishments and schemes.

Section I: Attentive hearing
is designed to give pupils pattern with listening and with providing short responses to the talker, either verbally or nonverbally ( through actions ) . Because this sort of & # 8216 ; antiphonal & # 8217 ; listening involves immediate processing of information and speedy determinations about how to react, the activities in Section I provide a great trade of support to assist the scholars & # 8216 ; procedure & # 8217 ; the information they hear. The support is of three types: linguistic
, in the signifier of cue words and previewed vocalizations, non-linguistic
, in the signifier of ocular AIDSs, exposure, touchable objects and music used in the activity, and interactive
, in the signifier of repeats, paraphrasiss and verification cheques by the talker. By supplying this support, the activities allow the instructor to present real-time hearing pattern to pupils at all degrees, including novices. Because the support in each activity can be varied, instructors can use these activities with more adept pupils as good, to assist them increase their attending span for spoken English.

Section II: Intensive hearing
will concentrate the pupils & # 8217 ; attending on linguistic communication signifier. The purpose of this subdivision is to raise the scholars & # 8217 ; consciousness of how differences in sound, construction, and lexical pick can impact significance. Because this sort of listening involves an grasp of how form affects significance, all of the activities in this subdivision are contextualised – placed in a existent or easy imagined state of affairs [ 9, p.10 ] . In this manner, all pupils – even novices – can rehearse intensive hearing in a context of linguistic communication usage, from which it is most likely to reassign to & # 8216 ; existent life & # 8217 ; listening state of affairs. Because the activities in this subdivision necessitate attending to specific contrasts
of signifier – grammatical, lexical, or phonological – the instructor can easy accommodate the activities to more adept pupils by increasing the complexness of the linguistic communication signifiers.

Section III: Selective hearing
will assist enable pupils to place a intent for listening. By supplying focussed information-based undertakings, the activities in Section III aid direct the pupils & # 8217 ; attending on cardinal words, discourse sequence cues, or & # 8216 ; information structures & # 8217 ; ( exchanges in which factual information is given ) . By larning to go to to words, cues, and facts selectively
, pupils at all degrees come to manage short realistic text ( such as proclamations ) every bit good as longer and more complex texts ( such as reliable picture programmes ) . Because

the undertaking support in these activities can b adjusted, Section III is utile for pupils at all proficiency degrees.

Section IV: Synergistic hearing
is designed to assist scholars presume active functions in determining and commanding an interaction, even when they are in the & # 8216 ; listener & # 8217 ; s function & # 8217 ; . Because it is of import for scholars to take an active function as hearers, each activity in this subdivision has a constitutional demand for information or categorization inquiries by the hearer. In order to work toward the end of active engagement by the hearer, the pupils themselves – instead than the instructor or an sound or picture tape – go the focal point of the activity. To this terminal, in Section IV, listening accomplishments are developed in the context of interaction – chiefly through information spread brace work, saber saw groups, and pupil presentations and studies [ 9, p.10 ] .

2. Activities and processs 2. Activities and processs

1. & # 8216 ; Exposure & # 8217 ; listening

The stuff for this will dwell chiefly of:

( a ) Stories, anecdotes, gags, negotiations, commentaries
( i. e. with one talker merely )

Most scholars need pattern in listening to stuff with a individual talker merely, so that they do non hold the added trouble of seeking to place the talkers when they can non see them. The stuff may be recorded or improvised by the instructor.

( B ) Conversations, treatments, dramas
( i. e. with more than one talker )

The pupils will necessitate to be given some background e. g. about the talkers. For dramas they may really necessitate to follow the written text.

( degree Celsius )
Songs ( both traditional and dad )

These supply a good signifier of hearing because the pupils are by and large really much concerned to do out the words [ 12, p.28 ] .

( vitamin D ) Videos
and
movies

Clearly there is great advantage in utilizing wherever possible recorded stuff where the pupils can see what is go oning ( even if it is merely two people speaking ) every bit good as listen [ 1, p.16 ] .

2. Undertaking listening

The figure of possible activities here is virtually illimitable, although it is intended that the list below screen cardinal countries.

( a ) Ear-training

In separating between cardinal sounds, emphasis and modulation forms. Most scholars need, enjoy and will profit from activities, which will assist to better their receptive ability in these countries, particularly if they are presented in a game-like manner.

( B ) Game-like
activities

& # 8216 ; Simon says & # 8221 ; and fluctuations on the game of & # 8216 ; Bingo & # 8217 ; are effectual ways of acquiring scholars to react to instructions, listen out for specific points and so on. Many linguistic communication games depend for their success on pupils listening [ 1, p.17 ] .

( degree Celsius ) Instruction manuals

Activities such as image command, where the pupils have to pull a image which the instructor ( or another pupil ) negotiations about without demoing them ; finishing a map or image ; following a path on the map in order to get at a peculiar topographic point ; set uping objects ( e. g. images on an outline scene ) , involve careful hearing without necessitating a verbal response ( unless the hearers ask for elucidation ) .

( vitamin D ) Completion-type activities

For these the pupils have an uncomplete version of a narrative, a description or a vocal ( words, phrases or sentences omitted ) which they have to finish either while they listen or afterwards.

( vitamin E ) Identifying
errors or contradictions

For illustration an object ( thing, individual or topographic point – either existent or in pictural signifier ) is described and the pupils have to listen and observe down any errors. Similarly a text ( a narrative or description ) incorporating internal contradictions can be used for the same intent.

( degree Fahrenheit ) Finding differences

The pupils hear, for illustration, two versions of a narrative or two histories of an event and have to place the points of difference.

( g ) Problem-solving

For illustration, the pupils are shown images of 3-4 people, topographic points, events and listen to one of these being described. Their undertaking is to make up one’s mind which point is being talked about. Students may besides be asked to categorize on a worksheet points mentioned in a conversation or treatment.

( H )
Extracting information

This is one of the commonest types of listening undertakings. For this the pupils will likely necessitate a chart of some sort, which they have to make full in harmonizing to specific instructions. For illustration, if they are listening to a broadcast they may be asked to observe down the chief subjects or, on an easier degree, make up one’s mind in what order they occur in the talk.

For undertakings, which involve pull outing information, it is frequently desirable to specify the function of the hearer so that he has a clear intent for transporting out the undertaking [ 1, p.17 ] .

listening stuff comprehension English

3. Listening as a stimulation to other activities 3. Listening as a stimulation to other activities

The activities in this subdivision are specially designed to take on to activities affecting other accomplishments.

( vitamin E )
Jigsaw hearing

As its name implies, the basic mechanism underlying this activity is that the information needed to finish a undertaking ( such as go toing a meeting ) has been shared out between 3-4 groups in the category. Each group listens to its ain piece of recorded stuff and notes down on a worksheet the information available. The groups so combine to pool their information.

( degree Fahrenheit )
Equivocal conversations

The pupils hear a short conversation ( or an infusion from a long conversation ) , which provides really few hints as to what the talkers are speaking about. The pupils themselves have to make up one’s mind who the talkers are, where they are, what they are speaking about, and, perchance, what will go on next. This type of listening so, leads on of course to treatment ( and, if desired, composing ) .

( g )
Decision-making

The pupils are given some information e. g. about a town ( topographic points of involvement, installations etc. ) in the signifier of a talk or conversation, on the footing of which they have to be after a visit. The planning involves treatment and note devising. Decision-making activities can besides affect, for illustration, doing picks between topographic points, events, activities, for which the background information is made available in recorded signifier.

( H ) Pre-reading activity

The pupils hear, for illustration, a conversation about the Loch Ness Monster, as a stimulation to listen to an article or book on the topic. Similarly they can be asked to listen to short studies on books before make up one’s minding which one they want to read.

( I ) Pre-writing activity

This can be in the signifier of a communicating game. One pupil describes a image, which the others in the group are non allowed to see. The pupils who are listening brand notes ( and can besides inquire inquiries if they want more information ) . They so use these notes to compose a description of the image [ 1, p.18 ]

4. Synergistic listening 4. Interactive hearing

Most synergistic hearing state of affairss are in the signifier of treatments and games. Two of import points need to be kept in head.

First, these activities form the footing of unwritten work, where the accent is on acquiring the scholars to utilize linguistic communication for self-expression. It should non be forgotten, nevertheless, that listening is an of import facet of these activities. The scholars have to listen in order to take part.

Second, although these activities are usually done in groups, in order to give the pupils themselves as many chances as possible to utilize linguistic communication, we should besides look for suited chances to interact with the category as a whole, through conversation, treatment and games. This must be regarded as a important constituent of the listening comprehension programme.

( a ) Discussion-type activities

These provide good hearing pattern because they get pupils to listen to one another, particularly if the treatment is geared toward doing a determination of some sort. For such activities the pupil have to listen to one another in order to take part.

( B ) Predictive hearing

For this activity a text is read aloud sentence-by-sentence. The pupils are asked to construe the sentence and to foretell what they think will follow. As the text builds up, they can revise their readings. Although this is a contrived activity, it encourages really careful listening both to the text itself and to the assorted readings suggested.

( degree Celsius )
Communication games

Many communicating games provide first-class pattern. For illustration, Describe and pull
where the hearers, whose undertaking is to pull the image being described, interact with the talker in order to arouse more information.complete it
is based on the saber saw rule. In this instance, nevertheless, the information is divided up visually among the participants, who have to speak and inquire inquiries in order to construct up the complete narrative. Games, which involve the rating of a participant & # 8217 ; s public presentation, such as, Use it
, besides provide purposeful hearing pattern [ 8, p.28 ] .

( vitamin D ) Interviews

The pupils can be asked to plan questionnaires or studies, which they use to interview one another or people outside the schoolroom. Interviewing of this sort involves careful hearing and recording of replies [ 1, P. 19 ] .

5 5
. Listening stuff. Listening stuff

The use of the reliable hearing stuff is one of the jobs in the instruction listening comprehension. The of import point, as ever, is to run into the demands of the scholars. On the short-run footing the scholars need to listen to stuff, which allows them to experience comfy, possibly because it is chiefly recycling known linguistic communication. In add-on to this, peculiarly taking their long-run demands into history, the scholars have to be exposed to listening stuff, which is beyond their productive degree. Whether this is & # 8216 ; reliable & # 8217 ; in the early phases is non wholly relevant provided the material gets them used to non understanding
every word ; encourages them to think
– and, over and above this, stimulates them to speak ( or read or compose, if these are following-up activities ) . But, of class, whenever possible, some reliable stuff should be used, and on an increasing graduated table as the class progresses. However, it must be kept in head that the usage of reliable stuff for listening is really different from reading, where, because the scholars can work separately and at their ain gait, reliable stuff carries fewer hazards. In the typical hearing state of affairs, attention has to be taken to see that scholars are non discouraged by inordinate troubles. In general, reliable stuffs are best used where the scholars themselves are likely to appreciate them and accept them in malice of troubles [ 1, P. 20 ] .

6 6
. Listening comprehension trials. Listening comprehension trials

An effectual manner of developing the hearing accomplishment is through the proviso of carefully selected pattern stuff. Such stuff is in many ways similar to that used for proving listening comprehension. Although the auditory accomplishments are closely linked to the unwritten accomplishments in normal address state of affairss, it may sometimes be utile to divide the two accomplishments for instruction and testing, since it is possible to develop listening ability much beyond the scope of speech production and composing ability if the pattern stuff is non dependent on spoken responses and written exercisings.

An consciousness of the manner in which the spoken linguistic communication differs from the written linguistic communication is of important importance in the testing of the hearing accomplishments. For illustration, the spoken linguistic communication is much more complex than the written linguistic communication in certain ways, as a consequence of the big component of & # 8216 ; redundancy & # 8217 ; that it contains [ 4, p.64 ] . Such characteristics of redundancy make it possible for maimed messages to be understood. Furthermore, the human encephalon has a limited capacity for the response of information and it would frequently be impossible to absorb information at the velocity at which it is conveyed through ordinary address. Such colloquial characteristics as repeat, vacillation and grammatical re-patterning are all illustrations of this type of redundancy.

What is the significance of these characteristics for proving intents? First, the ability to separate between phonemes, nevertheless of import, does non in itself imply an ability to understand verbal messages. Furthermore, occasional confusion over selected braces of phonemes does non count excessively greatly because in real-life state of affairss hearers are able to utilize contextual hints to construe what they hear.

Second, ad-lib address is normally easier to understand than carefully prepared ( written ) stuff when the latter is read aloud. Written trials by and large omit many of the characteristics of redundancy and impart information at a much higher rate than normal address does. Consequently, it is indispensable to do proviso for repeating of import points, rewriting and paraphrasing them when composing stuff for aural trials [ 4, p.64-65 ] .

Decisions Decisions

We have outlined the chief grounds for learning listening comprehension in a foreign linguistic communication. It is now widely accepted that unwritten communicating plays a critical function in 2nd linguistic communication learning for it provides an exposure to linguistic communication which is a cardinal demand for the scholar. Advancement in listening warrants a footing for development of other linguistic communication accomplishments. Spoken linguistic communication provides a agency of interaction where engagement is a important constituent of the hearing programme.

We have provided a methodological organisation of the listening comprehension procedure and we have discussed the rules of developing receptive accomplishments of the scholar. All subtypes of listening supply a natural patterned advance from activities that entail minimum verbal interaction to those that involve a upper limit of interaction. The end of any activity is to supply the optimum challenge for the pupils. Since scholars & # 8217 ; listening abilities vary, instructors should observe how the activities could be adapted to the scholars & # 8217 ; capablenesss.

In demoing a considerable assortment of listening activities we have explored some of the many ways to assist pupils get the assurance to utilize their accomplishments for self-expression in linguistic communication state of affairss. Different activities and processs provide the development of the hearing for communicative undertakings and for pull outing general or certain specific points in the discourse.

We have discussed the usage of reliable listening stuff and stressed the demand for authentic-like texts at different degrees. The instructors and pupils may meet some troubles non merely in the dependability of the listening stuff, but besides in the quality of English linguistic communication media ( Television and wireless broadcasts, sound and videotapes, records ) with the aid of which listening stuff is presented. The of import point is to fulfill the scholars & # 8217 ; demands and to affect their abilities to understand and reproduce the given stuff.

We have stressed the importance of careful choice of pattern stuff for proving listening accomplishments of the scholars. It is necessary to build different types of practical exercisings for pupils to see linguistic communication. Listening comprehension trials present an effectual method for developing listening abilities.

Bibliography Bibliography

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2. Brown, Gillian, and Yule, George, Teaching the Spoken Language. – Cambridge University Press, 1992. – 162p.

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4. Harmer, Jeremy, How to Teach English. – Longman, 1991. – 285p.

5. Harmer, Jeremy, The Practice of English Language Teaching, New Edition. – Longman, 1991. – 296p.

6. Heaton, J. B. , Writing English Language Tests, New Edition. – Longman, 1991. – 192p.

7. Lewis, Michael, and Hill, Jimmie, Practical Techniques. – London: Commercial Colour Press, 1995. – 136p.

8. Lowes, Ricky, and Target, Francesca, Helping Students to Learn. – London: Capital of virginia Publishing, 1998. – 162p.

9. Rost, Michael, Introducing Listening. – Penguin English, 1994. – 173p.

10. Rost, Michael, Listening in action. – Prentice Hall International, 1991. – 162p.

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