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New research from the University of Wisconsin–Madison shows that the students should spend more time talking.
“If traditionally favored, comprehension-stressing teaching practices were better at teaching students comprehension of their new language, the group that practiced through listening would do best on listening comprehension tests. However, the researchers found the opposite. On tests of many different kinds of comprehension, the group that had speaking practice was more accurate and a great deal faster — even though they had never completed a single comprehension exercise while they were learning the language.”
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