Abstract

Listening is vital to academic success and meaningful relationships; yet it is rarely taught (Coakley & Wolvin, 1997; Linebarger, 2001). Neglect of this most used language mode is the result of a number of conditions, one of which is teachers’ limited knowledge of listening instruction. Although many teachers provide students with frequent opportunities to practice listening skills, few directly and systematically teach the listening process. This paper summarizes findings from an exploratory study addressing classroom listening. A major outcome of the study was the development of a classroom listening strategy. This comprehensive strategy is detailed within the final section of the paper.