Although listening provides a foundation for all aspects of language and cognitive development and plays a lifelong role in the processes of learning and communication essential to productive participation in life, there is a tendency for teachers not to emphasize listening objectives. Even though no widely accepted model for listening has been developed, several researchers have linked listening skills to reading skills, and processing models for reading contribute to the understanding of listening. The developing discussion of listening has contributed to directions in the classroom. Choate and Rakes (1987), for example, present a structured listening activity not unlike one that would promote reading comprehension. Questioning, usually by the teacher, is the key to most of the instructional strategies in the literature about teaching listening. Although some argue that listening should be taught as a separate mode, the tendency of many teaching methodologies and techniques on listening to draw on theory, objectives, and skills more established in the other language modes seems reasonable. (Nineteen references are attached). (ARH)