خلاصه ماشینی:
"However, Flowerdew and Miller (2005) investigated the role of listening in learning and teaching in various methods, such as the Grammar-Translation Method (here after GTM), the Direct- Method approach (here after DM), the Grammar approach, the Audio-Lingual method (here after ALM), the Discrete-Item approach, the Communicative approach, the Task-Based approach, the Learner-Strategy approach, and the Integrated approach.
Although in DM, teachers talked just in the target language and they paid attention to everyday language and oral communication (Richards & Rodgers, 2001), Flowerdew and Millers (2005) believed that there was no systematic teaching of listening in DM; what was at hand was the opportunity of being in touch with some oral input in L2.
This point is in line with what Richards and Rodgers (2001) stated and is not lost by Flowerdew and Miller (2005), who noted that "real-life listening is integrated into such an approach" (p.
The learning goal of listening in task-based approach is "to process listening for functional purposes; to listen and carry out real tasks using the information" (Flowerdew & Miller, 2005, p.
On the one hand, Flowerdew and Miller (2005) suggested teachers to use visual materials and videos to present real life interactions to students rather than just listening to recordings.
Since learners use learning strategies to come up with understanding (Cohen, 1998, as cited in Zhang, 2008), it is initially essential to recognize the areas which students have problem in listening comprehension (Goh, 2000)."