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nt to be able to identify stress and intonation, because different stress and intonation may imply different meanings in the same sentence. “To improve student’s ability to identify stress and intonation, listening alone is not enough. It is better to combine listening and speaking together.” [15] 3.1.2 Vocabulary A good command of vocabulary can assure listening comprehension. To acquire a large vocabulary one should accumulate every word he has learnt. But even if one’s vocabulary is large enough, he can still come across new words. He must continue listening, and try to use both linguistic and non-linguistic knowledge or cues to infer the information. Maybe he will find the meaning of the word in further listening. 3.1.3 Grammar Grammar plays an important part in the analysis of written sentence structure and sentence pattern. The purpose of the analysis is to comprehend the whole passage. The same is true of listening comprehension of sentence. The purpose of recognition of the sentence pattern and capture of the key information is to understand the meaning of the speaker’s utterance. So listener has to have a good command of the knowledge of grammar in order to improve his listening comprehension. For example, “You should have come yesterday.” If the listener knows about the function of the subjunctive mood, he will infer in a flash that the listener should come yesterday but he didn’t. In addition, learning grammar in its practical sense will reinforce the listener’s understanding. 3.1.4 Inferring information not directly stated and learning to predict Inferring information is commonly used to guess what is not stated in the original. If we listen carefully, the listener can learn to “hear” and understand many things that are not directly stated. This can be seen in the following conversation: Woman: what do you think of the film last night? Man: I was tired so I went to bed early. Judging from what the man said, the listener can infer that the man did not watch the movie. If he had watched the movie, he would have answered the woman’s question with “interesting” or “boring” or something like that. In order to listen more carefully, a listener also must learn to predict the speaker’s purpose by the context of the speech. 3.1.5 Taking notes In order to capture the information given in the listening, the listener has to take notes, or else he’ll forget what he has heard. To take intelligent notes, he has to listen attentively; he will be combating the boredom that leads to sleepiness and passage. 1) Do not try to take down the passage word by word. Instead, write in a telegraphic style, using both one’s own words and those in the passage. 2) Make notes on main ideas and on sub-ideas, examples and details supporting them. 3) Listening carefully while making notes, but don’t stop to ponder the idea presented. 4) Leave blanks for words, phrases, or ideas that may have been missed. Fill the gaps while listening to the messages, the second or the third time. 5) Develop a system of enumeration, using Roman numbers, Arabic numbers and English letters. Taking note helps to recall the topic and one can have the main idea in the mind, which helps him to listen more efficiently. 3.2 Some Pragmatic factors in teaching listening. 3.2.1 Stressing on the importance of listening teaching As Jenny Thomas proposed, both speaker and listener play a part in the process of communication. Both sides are actively involved in negot