Read the text to answer questions 43 to 47.
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)
Um professor apresenta a seus alunos uma atividade de “listening” – um diálogo entre dois falantes de inglês a respeito dos planetas Marte e Terra. Pretende que o diálogo seja o ponto de partida para uma atividade relacionada a situações de comunicação real. Com tal objetivo em mente, orienta corretamente seus alunos para que
