The article examines some of the perceptions which exist about listening and listening proficiency in second language ? ? learning and teaching in an anglophone setting. It highlights the transformation of theorizing relevant to the skill of listening which has taken place from the earlier era until these more modern times. In particular, the teaching and learning principles are presented as two areas in which changes have also evolved. ?There is focus on how the consistency in the emergence of well-founded information about the teaching of listening has ?resulted in its heightened status. Furthermore, there is insight into the influence this enhanced position has on second ? ? language teaching within the English-speaking environment of Barbados, where there is a refocusing on the importance of second language teaching at the tertiary level. ?Moreover, the article seeks to present details about the importance of defining listening as a complex process rather than a passive skill. It also looks at the significance of focusing on the modes and functions of listening during formal ? ? ? ? ? ? ? ? ? ? ? ? instruction. Attention is also given to the importance of the utilisation of authentic listening activities based on strategies and methods associated with the Communicative Approach in the acquisition of the target language.