Listening, For Instance, Is A Very Important Communicative Activity in Our Everyday Life - However

Listening, for
instance, is a very
important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the lavListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the laListening,
for instance, is a
very important
communicative
activity in our
everyday
life.However,
although ‘we
listen twice as
much as we
speak, four times
as much as we
read, andfive
times as much as
we write,’
research has
shown that little
emphasis in
school curriculais
put on developing
this skill, and,
oftentimes, it is
given only
peripheral
attention (Burely-
Allen 1995 cited
in Miller, 2003;
see also Hyslop
and Tone, 1988;
Miller, 2003;
Nunan,
1997).Therefore,
because
proficiency in
listening
comprehension
makes a crucial
contribution to
thelearner’s
overall
development of
competency in
the
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Listening, For Instance, Is A Very Important Communicative Activity in Our Everyday Life - However

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Listening, For Instance, Is A Very Important Communicative Activity in Our Everyday Life - However

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Listening, for

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