Influence of Listening Comprehension over Speaking Skills (Literature Review)
RESEARCH QUESTION:
HOW DOES LISTENING COMPREHENSION INFLUENCE IN SPEAKING SKILLS IN INTERMEDIATE I AT THE FOREIGN LANGUAGE DEPARTMENT OF THE UNIVERSITY OF EL SALVADOR?
LITERATURE REVIEW
Traditionally in the field of foreign language teaching, both teachers and learners do not pay much attention to the complexity of this process. The process is itself directed to its basic form of “learning by doing” and “practice makes perfect”. Listening and Speaking are used far more than any other single language skills in normal daily life. On average, we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write (Rivers, 1981; Weaver, 1972). The importance of listening and speaking cannot be underestimated; it is imperative that they not be treated lightly in second and foreign language curricula. However, listening and speaking are well recognized as critical dimensions in language learning, they remain the least understood processes. As a focus of instruction, listening continues to be underrated in many programs, and some of the recommended methods and techniques, as well as some of the published materials, continue to be based on outdated models of language learning and teaching.
Students exposed to comprehensible input have better listening comprehension
Since listening comprehension is the ability to understand quickly what an individual hears. Listening was originally seen as passive process, in which our ears receive information to digest the message. Now we recognize listening as an active process in which the learner has to comprehend what heard, so that listeners are as active when listening as speakers are when speaking. “The principal objective of the listening comprehension is to make learners able to understand, and respond appropriately to the language when they are exposed” Teacher’s handbook: contextualized language instruction (Judith L. Shrum, 2000:13, 14, 15) the author infers
HOW DOES LISTENING COMPREHENSION INFLUENCE IN SPEAKING SKILLS IN INTERMEDIATE I AT THE FOREIGN LANGUAGE DEPARTMENT OF THE UNIVERSITY OF EL SALVADOR?
LITERATURE REVIEW
Traditionally in the field of foreign language teaching, both teachers and learners do not pay much attention to the complexity of this process. The process is itself directed to its basic form of “learning by doing” and “practice makes perfect”. Listening and Speaking are used far more than any other single language skills in normal daily life. On average, we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write (Rivers, 1981; Weaver, 1972). The importance of listening and speaking cannot be underestimated; it is imperative that they not be treated lightly in second and foreign language curricula. However, listening and speaking are well recognized as critical dimensions in language learning, they remain the least understood processes. As a focus of instruction, listening continues to be underrated in many programs, and some of the recommended methods and techniques, as well as some of the published materials, continue to be based on outdated models of language learning and teaching.
Students exposed to comprehensible input have better listening comprehension
Since listening comprehension is the ability to understand quickly what an individual hears. Listening was originally seen as passive process, in which our ears receive information to digest the message. Now we recognize listening as an active process in which the learner has to comprehend what heard, so that listeners are as active when listening as speakers are when speaking. “The principal objective of the listening comprehension is to make learners able to understand, and respond appropriately to the language when they are exposed” Teacher’s handbook: contextualized language instruction (Judith L. Shrum, 2000:13, 14, 15) the author infers