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Little Use of EDs When Listening?

  • Author:Lydia
  • Source:original
  • Release on:2014-09-04

The most obvious explanation is that they do very little listening anyhow. Although this is impossible to verify from our questionnaire results, we know that most of the respondents are literature or international studies majors, not conversation school students. Consequently, they are following curricula which require much more reading and writing than listening or speaking. Habits acquired in school would also tend to bias students towards a preference for reading and writing. Further, practical considerations (e.g., living in an L1 environment) minimize the need to deal with aural input.

A second explanation is that students do not trust their ability to catch correctly the words that they do hear; perhaps rightly so. For example:

·         I say, "I feel empathy. "

·         She hears, "I feel empty. "

·         I offer, "Ice cream ? "

·         She wonders, "I scream ? "