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1、Listening:theoryandpracticeinmodernforeignlanguagecompetenceAuthor: LarryVandergriftAbstractSecondlanguage(L2)listeningcomprehensionisacomplexprocess,crucialinthedevelopmentofsecondlanguagecompetence.Listenersusebothbottom-upprocessers(linguisticknowledge)andtop-downpr
2、ocesses(priorknowledge)tocomprehend.Knowingthecontextofalisteningtextandthepurposeforlisteninggreatlyreducestheburdenofcomprehension.TeacherscanhelpstudentsdevelopsoundstrategiesforcomprehensionthroughaprocessapproachtoteachingL2listening.Thiswillhelpstudentslearnhowto
3、listenanddevelopthemetacognitiveknowledgeandstrategiescrucialtosuccessinlisteningcomprehension.IntroductionanddefinitionResearchhasdemonstratedthatadultsspend40-50%ofcommunicationtimelistening(Gilman&Moody1984),buttheimportanceoflisteninginlanguagelearninghasonlybeenre
4、cognizedrelativelyrecently(Oxford1993).Sincetheroleoflisteningcomprehensioninlanguagelearningwastakenforgranted,itmeritedlittleresearchandpedagogicalattention.Althoughlisteningplayedanimportantroleinaudio-lingualmethods,studentsonlylistenedtorepeatanddevelopabetterpron
5、unciation(forspeaking).Beginningintheearly70's,workbyAsher,Postovsky,Winitzand,later,Krashen,broughtattentiontotheroleoflisteningasatoolforunderstandingandakeyfactorinfacilitatinglanguagelearning.Listeninghasemergedasanimportantcomponentintheprocessofsecondlanguageacqu
6、isition(Feyten,1991).Thisresearchbaseprovidessupportforthepre-eminenceoflisteningcomprehensionininstructionalmethods,especiallyintheearlystagesoflanguagelearning.Listeningisaninvisiblementalprocess,makingitdifficulttodescribe.Listenersmustdiscriminatebetweensounds,unde
7、rstandvocabularyandgrammaticalstructures,interpretstressandintention,retainandinterpretthiswithintheimmediateaswellasthelargersocio-culturalcontextoftheutterance(Wipf,1984).(Rost,2002)defineslistening,initsbroadestsense,asaprocessofreceivingwhatthespeakeractuallysays(r
8、eceptiveorientation);constructingandrepresentingmeaning(constructiveorientation);negotiatingmeaningwiththespeakerandr
