The concept of listening has been examined and the reasons for an emergence of interest have been reported. Commentaries and relevant research have been presented in relation to listening tests, relationships to listening, listening skills, processing auditory information, and teaching listening, implications from these discussions were considered in relation to teaching practices and further research. Particular attention has been drawn to the lack of integration within the field and weak theoretical base for much of the research. Discussion has highlighted an over concern of researchers in relating listening and reading to the neglect of establishing relationships between listening and speaking. The narrow perspective reflected in tests of listening has been criticised. Suggestions have been offered to widen the perspective of listening to incorporate common communication events and their personal, contextual and linguistic features. It was considered that there has been insufficient proof of the long term effects of instruction in listening, and that the learning conditions and consequent programmes were not sufficiently well specified and developed to offer clear guidelines to practising teachers.