Read the text to answer question.
Making the Case: The Importance
of Listening in Language Learning
It has taken many years to bring the language teaching
profession around to realizing the importance of listening
in second and foreign language learning. As observed
by Rivers, long an advocate for listening comprehension,
“Speaking does not of itself constitute communication unless
what is said is comprehended by another person”. Teaching
the comprehension of spoken speech is therefore of primary
importance if the communication aim is to be reached” (1966,
pp. 196, 204). The reasons for the nearly total neglect of
listening are difficult to assess, but as Morley notes, “Perhaps
an assumption that listening is a reflex, a little like breathing
- listening seldom receives overt teaching attention in one’s
native language - has masked the importance and complexity
of listening with understanding in a non-native language”
(1972, p. vii).
In reality, listening is used far more than any other single
language skill in normal daily life. On average, we can expect
to listen twice as much as we speak, four times more than we
read, and five times more than we write.
(Joan Morley,. In: Marianne Celce-Murcia, (Ed.). Teaching English as a
second or foreign language. Boston: Heinle&Heinle-Thomson, 2001.
Adaptado)
Words ending in –ing may be verbs, nouns or adjectives,
depending on the context. The bolded -ing word functions
as an adjective in alternative:
