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Global comprehension means understanding the general meaning of what you are listening to or reading.

Making sure that students understand what is happening in the lesson and that they have understood the language you have taught them can at times be very difficult.

This publication contains papers discussed at a British Association of Applied Linguistics (BAAL) seminar at the University of Edinburgh in September 1977.

You may well ask me “How useful is the question in this title?” After all to check what a student has understood after listening to or reading an L2 text seems plain common sense. If it were not felt to be a sensible procedure why would course book writers supply comprehension questions in large quantities?

This 1981 volume, a collection of papers from a colloquium organised in Paris two years earlier, provides various practical insights into the development of listening skills.

According to David Vale and Anne Feunteun in 'Teaching children English: A training course for teachers of English to children', kids start developing their identity as readers and listeners from the age of three or four years old, because they start constructing their world of meaning and imagination when they are first exposed to different stories of life.

This article is the second of two parts. The first part looked at some of the shifts and trends in theories relating to reading. This second part will examine tips and guidelines for implementing a theory of reading which will help to develop our learners' abilities.

This webinar explores some of the learner’s difficulties with reading and suggests practical strategies and techniques for teachers who want to support struggling readers and improve their reading comprehension.

This research study used eyetracking methods to investigate how learners process text, audio and pictures.