The Application Of Interaction Model In Junior English Listening Classroom

Sounds surround us. Unless we are aurally handicapped we can scarcely avoid listening. For us language learners, listening comprehension may be the most important and fundamental of the four skills: listening, speaking, reading, and writing; yet, it is probably the least stressed skill in the language classroom. Some teachers think that listening is the easiest skill to teach, whereas most students think it is the most difficult to improve. Perhaps those who regard listening course as "the easiest to teach" mean that it does not require much painstaking lesson preparation and all they need to do is to play the tapes, ask die students to listen and test the students' comprehension. Listening skill is taken for granted and naturally, listening instruction has been neglected. What is listening? What are involved in listening comprehension? And what should listening teaching be like? Few can give satisfactory answers. This article is a rethinking of listening from the perspective of psycholinguistics. The author is trying to give a introduction to an research which aims to contribute to the understanding of the students' different performance in listening by testing the hypothesis that, application of interactive model in the English classroom is a significant factor with regard to students' performance in their EFL listening comprehension test. Then try to get some implications for listening teaching and learning.