Encourage students to listen as often and as much possible.

Help students prepare to listen.

Once may not be enough.

Encourage students to respond to the content of a listening, do not just to the language.

Different listening stages demand different listening task.

Good teachers exploit texts to the full.

to Teach frequent vocabulary knowledge to students

Focusing

Comprehending

Responding

Appreciative

Informative

Evaluative

Empathetic

Listen to the speaker before passing judgment.

Pay attention to the important points, principles, and concepts.

Take a few minutes to listen before note taking.

Avoid becoming distracted.

Learn how to pay attention to tough subjects.

Pay attention to the message hidden underneath the feelings.

Make use of your talent to think more quickly than you can listen.

Work on understanding what the speaker is saying.

Check in to see if there's anything useful.

reader

text

reader-text interaction

1. cognitive development and personality traits;

2. working memory capacity;

3. reading ability and performance in the L1 and their link to the L2;

4. metalinguistic understanding

5. metacognitive understanding;

6. many cultural practices and traditions that influence and define L2 reading; and

7. determination to succeed in L2 reading (see also Aebersold and Field, 1997)

Vocabulary

Grammar

Pronunciation

Fluency

Encourage them to utilize whole phrases or correct structures rather than single words.

Students' communication abilities are being improved

assisting them in effectively expressing themselves

planning

monitoring

evaluation