Listening- a macro skill in language learning

CONTENTS
INTRODUCTION

1. 
   Listening- a macro skill in language learning ……………………..…..……..4
   
2. 
   Factors affecting the listening skill………………………..…...………...…..7
   
3. 
   The importance of listening in communicative language teaching….............10
   
4. 
   Teaching listening - the challenges…………......……………………..…....17
   
5. 
   Strategies for effective teaching of listening …….……………............……21
   

CONCLUSION…………………………………………………………………..24
BIBLIOGRAPHY………………...………………………………………..…….26

INTRODUCTION
Listening skill constitutes the basic structure for all the courses in primary education. So in people’s lives, it is indispensable for them to be able to understand what they listen effectively. Improving students’ listening skills effectively is strongly related to being aware of the factors which have an effect on their listening performance. The purpose of this study is to define the factors that affect fifth grade students’ listening skills. In this study in order to collect data, Listening Comprehension Test, Students Characteristics Questionnaire, In-class Listening Tasks Scale, Out-of-class Listening Tasks Scale, and Students’ Views on Listening Skill Scale were used. At the end of the study it was found out that “number of juvenile books at home”, “number of books at home”, “time spent reading books”, “time spent reading newspaper” and “time spent listening to radio” have significant effects on fifth grade students’ success in their listening performance. Listening is one of the skills that need to be mastered by university students. The ability to listen and understand a person talking in English to communicate with other people is important. Students who are good at listening will understand more of what the speaker says. Morley states that “they expect to listen twice as much as they speak, four times more than they read, and five times more than they write”¹. Listening is the ability to accurately receive and interpret messages in the communication process. Schwartz argues that “it has been estimated that adults spend almost half of their communication time listening. Students may receive as much as 90% of their information through listening to instructors and to one another”². Listening is the language modality that is used most frequently. Listening must be done in real time. There is no second chance, unless, of course, the listeners specifically ask for repetition when they listen to speakers.