By Michael Rost
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Extra resources for Listening in language learning
Sample text
Things were not going well. What bothered him most was being held, especially since the charge against him had been weak:. He considered his present situation. The lock that held him was strong, but he thought he could break: it. A Wrestler in a Tight Corner Rocky slowly got up from the mat, planning his escape. He hesitated a moment and thought. Things were not going well. What bothered him most was being held, especially since the charge against him had been weak:. He considered his present situation.
Descriptions of developmental sequences in first-language acquisition have done much to clarify the nature of this input that a learner (a child) receives. g. Cross, 1978; Ellis and Wells, 1980; Fivush and Fromhoff, 1988) to suggest that the way parents talk to their children influences how rapidly they acquire the language. The key features of such input appear to be interactional rather than formal. g. commands vs. g. requests for clarification) that provide the framework for language data made available to the child.
E. input directed at the learner), including exposure to a high quantity of directives and exposure to a high quantity of extending utterances (requests for confirmation, paraphrases and expansions). 3 Communicative language teaching Overlapping with interest in listening-based learning, though following a different historical route (via the Council of Europe), communicative language teaching (CLT) provided a newly emphasized role for listening skills in language learning. The large-scale development (but by no means world-wide adoption) of communicative language syllabuses during the 1970s encouraged teachers and learners to work with spoken language as a functional mode of communication.