Two views of listening are examined. The first, listening as comprehension,
emphasizes accessing meaning through listening, and focusses on the message rather
than on form. The second, listening as acquisition, emphasizes the role of listening
in promoting language acquisition, and emphasizes the role of noticing in
facilitating language development. These two views of listening lead in different
directions for classroom pedagogy and pose some dilemmas for classroom instruction
and materials development.
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