In teaching of listening, we have to ask ourselves whose language we teach and for what aim. What is our business with English? Do we refer the language to be a foreign/ second, or native language? The contexts of learning listening are not the same, but do these facts change the nature of English, and what about the teaching of Arabic in England, USA or in Japan? And what are the implications of the label selected for the learners? What are the implications of the label selected for the teachers?

Again, the example of English is important. Such worldly adoption of English is unprecedented. English user today include those who live in countries where English is a primary language and those who live in countries where English is a additional language of communication. As we have seen above, depending on the context as well as learner needs, native speaker may or may not be appropriate models.

gogo padangtiji
taki dipeudaya