An investigation is undertaken and its results are analyzed in this article. The results Of an investigation on the influence of learning strategies upon English listening comprehesion show that there is an obvious influence: The students with better listening ability are better at self-supervising, training related language abilities and using listening techniques.
In English language teaching and learning, we should train students to have a good command of listening skill, combine intensive listening with extensive listening, and give students more affirmative appraisal. In this way, these barriers can be overcome and students' listening ability can be improved.
Four years' practice has proved the experiments to be successful, which shows 'LP' practice has contributed to the command of basic hearing skills, overcoming of fear and anxiety, establishment of self-confidence, exciting of interest and as a result, improved the English competence of the students.
Deficits in dichotic listening skills indicate a lesion or defect in interhemispheric information processing.
A practical approach is developed, which emphasises communication and listening skills, the importance of providing time and the benefits of intermediate goals that facilitate a gradual adjustment in hopes as the disease progresses.
The traditional low priority of listening instruction may have been based upon the myth that children naturally learn to listen or on the misconception that listening skills cannot be taught.
There are two lessons from this study; one has to do with what PRA tells us about the fishing community, the other is the importance of facilitators that have, amongst other things, good listening skills.
How listeners respond to verbal redundancy is important because of its frequency of occurrence and because such knowledge should enable us to increase our understanding of the development of listening skills.