The importance of incorporating aural comprehension activities in the second language classroom is discussed. In addition, both the theoretical models upon which the listening comprehension research is based and the operational definitions employed by the researchers are examined. It is suggested that research demonstrates the value of emphasizing listening comprehension activities in the beginning stages of second language acquisition. To emphasize aural comprehension activities, research studies suggest that teachers may wish to: (1) use advance organizers, (2) have students create mental images, (3) use graphics to allow students to demonstrate comprehension, (4) use gestures or mime to evaluate and facilitate global comprehension, (5) vary speech rate and passage structure to teach comprehension ability, (6) develop increased memory span in students to aid their comprehension, and (7) provide instruction through the devleopment of sequential learning activities. It is claimed that the development of these skills can help students become more accurate predictors of what they will hear. This predictive ability allows the listeners to process an item more rapidly and with less effort by allowing the separation of the essential from the nonessential elements in a message. Three reasons why second language learning require development of this predictive ability are cited. (SW)