Listening comprehension might well be called the forgotten skill in second- language learning. This tendency can perhaps be partially explained by the fact that what the learner hears is somewhat analogous to the stimulus received by a learner. Although the importance of the stimulus is not questioned, it is the response that has been the focal point of attention among learning theorists. Too, authors and teachers have apparently assumed that listening comprehension is an inevitable by-product of learning to speak. 1 Another factor is that teachers have a product in speaking and writing that allows them to correct specific errors in the use of grammar or vocabulary.
This neglect of listening comprehension certainly is not justified. Listening comprehension is at least as important as any of the other skills, perhaps more so. The phonological system of the language is acquired by listening, and oral communication is impossible without a listening skill that is much more highly developed than the speaking skill. Listening skills serve as the basis for the development of speaking. In addition, past experience clearly indicates that second-language learners are not acquiring the listening skill level necessary to function in a second-language communicative situation. The purpose of this chapter is to examine several aspects of listening comprehension and to outline an example sequence for developing listening comprehension.
The four language skills are all based on the same language system, which seems to be acquired in a series of definitely sequenced operations. First, the learners perceive a certain segment of the language and discriminate among what they consider to be the important linguistic aspects of the language. Second, they comprehend the distinctions involved and begin to formulate their own language system. Third, based on their hypotheses about the language, they develop a personal competence. Fourth, once they have the competence, they begin to use their performance skills. Fifth, as they activate the performance skills, they make adjustments, moving their language competence into line with that of the language they perceive around them. Sixth, the performance skills consist of both the receptive and the productive skills. The receptive skills are put into operation before the productive skills.