THEEFFEC~NESSOFTEACBING LEARNING STRATEGIES FOR LISTENING: A THEORETICAL ASSUMPTION Wakako KobayashiI Abstrtu:t: Ofthefour language sldlls, listening is often considered to be the most crucialfor the language learner since listening is a highly interactive sldll and many SLA researchers have demonstrated its significant role in language acquisition (Vandergrift 1996). The appropriateness, and effective usage of listening strategies can help learners to facilitate the language process. Oxford (1989) states that there is a relationship between learner's variables and the choice of language learning strategies (LLSs). Therefore, the use of appropriate LL$s, especially metacognitive strategies are significant to improve and advance learners' listeningprojiciency because their language level will rise. Key words: listening strategies, language learning strategies (LLSs), metacognitive strategies, teacher education INTRODUCTION Krashen (1982) asserts that comprehensible input is a necessary and indispensable condition for language learning when considering the relationship between input and adjustments and message comprehension. In his input hypothesis, Krashen (1985) states that if the learner can comprehend the language that contains linguistic items Oexis, syntax, morphology) at a slightly above the learners current level (i + 1) , then, slhe can achieve the further development in learning, especially in listening and 1 Wakako Kobayashi ; is a doctoral candidate of Temple University and works as a lecturer in Chua University and Kunitachi College ofMusic inJapan. 106 Celt, Volume 8, Number 2, December 2008: 99-108 incongruous with useful experience; I understand that it does not mean he completely rejects the effects of teaching LLSs. Training is effective only . _ .. under specific condition and teachers should employ teaching strategies that are incongruous with useful experience. However, it is somewhat surprising, that there have been few empirical quantitative studies that have attempted to evaluate the success of the strategies training, as Ellis (1994) and Larsen and Freeman (1991) have argued. SUMMARY AND IMPLICATIONS FOR TEACHERS As far as I have discussed and after reviewing LLSs related articles, I concludewithmyagreementwithE11is (1994) who regards it is clear that the teaching oflearning strategies will receive an increasing attention in teacher education, since the SLA researcher have not yet developed this academic field. Empowering learners by having them develop LLSs might help them to not only cope with classroom tasks, but also continue to learn, which is to promote self-autonomous learning. Moreover, learners' variables, such as age, gender, proficiency, cultural and educational backgro\Dld, etc. and situational factors such as task difficulty, informal and formal setting, and goals, etc. will inevitably influence and interact with the choice of LLSs. Lastly, I also agree that the right and appropriate choice of LLSs may determine the rate and level of the achievement as well which is considered to be significant for both teachers and learners. It is for these reasons, that I suggest research to be done to prove the rise oflearners' listening strategies as a point to improve the overall skills of the English language. REFERENCES Anderson, Anne and Tony Lynch. "Graded Development of Listening". In Listening. Oxford: Oxford University Press, 1988. Bialystock, Ellen. "Inferencing: Teaching the Hypothesis Testing". In Classroom Oriented Research In Second Language Acquisition. Edited by H. Seliger andM. Long. Rowley, Mass.: Newbury House, 1983. Bialystock, Ellene. 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