The target language was exclusively used in the classroom and translation was proscribed. This led to the development of the direct method in which oral presentations and aural comprehension were emphasized. It was quickly demonstrated that this approach was simply not working.
It was assumed that students would simply acquire the ability to understand the spoken form of the language if they occasionally heard their teacher speak it or listened to a tape of it being spoken. It was not until the late 1800s that listening was used in language instruction as a means of developing oral communication. Listening was used solely to accompany these texts and to provide models for oral reading. In the earliest of teaching methods known, the grammar-translation method, learners focused exclusively on the analysis of written texts. However, teaching listening comprehension as a part of teaching a foreign or second language is a relatively recent development whose history lies mostly in the last thirty years. Introductionįoreign languages have been taught formally for centuriesand records of language teaching materials have been around for over 500 years. Listening as a stimulus to other activities The structure of listening comprehension and types of activitiesġ.Organisation of listening comprehensionģ. The purpose and nature of the listening comprehension programme Principles for developing listening abilityĤ. Reasons for teaching listening comprehensionģ. The principles of teaching listening comprehensionġ. Listening comprehension in English language teaching Ministry of Education and Science of Ukraine Шпаргалка: Listening comprehension in English language teaching