Such neglect derived from the fact that listening has been viewed as a passive skill.
Even though listening is now well recognized as a critical dimension in language
learning, it is still one of the least understood processes. According to Morley (as cited in
Osada 2004), during the 1980`s listening was included into new instructional
frameworks, the functional language and communicative approaches. Vandergrift (2002)
claims that despite progress in the field, listening is still difficult to describe.