As communicative language teaching continues to evolve, teachers are becoming increasingly aware of the important role of listening in language acquisition. In communicative English classes students are surrounded by the spoken language–from the teacher, from their peers, and from audio and video media. Although students are expected to understand and respond to this language in some fashion, they are often given only vague guidance about how to listen and how to learn from listening. Some method of structuring learners’ expectations for how to listen is needed in order to maximize these learning opportunities.
