As found in the text, it can be affirmed that

Developing the ability to understand the spoken foreign language is a long, continuous process. It is a skill that must be taught and that does not happen automatically. One of the teachers’ most important tasks is to provide a variety of purposeful listening activities throughout the entire language course. The students must be given a reason for listening to one another. If the teacher requires individuals to respond to each other, the students will make an effort to listen more carefully for the information requested. In order to accomplish this, the teacher must insist that everyone speak up. It is also important that teachers not repeat their questions and comments. Those teachers who repeat each utterance a dozen times find that their students stop listening altogether. Even more boring is the teacher who repeats each student’s response or question. Obviously the teacher cannot react in silence to a student’s utterance, and repeating what has just been said is an easy but unfortunate way to say something. The alternative is for the teacher to develop a large repertoire of responses to students’ utterances. Even the not-too-fluent teacher can practice a list of possible rejoinders in the foreign language, such as: Great. Wonderful. At the intermediate and advanced levels, the teacher must make the effort to find suitable taped material for listening activities. It is not enough for students merely to listen to each other and the teacher. They must also have frequent opportunities to listen to a variety of different speakers talking at a normal conversational speed.

D. E. Allen and R. M. Valette. Classroom Techniques: Foreign Languages and English as Second Language. Harcourt Brace Jovanovich, Publishers. The Ohio State University. USA (adapted).