Abstract
Reading While Listening (RWL) has been attracting attention for more than a few decades from pedagogical, educational, psychological, psycholinguistic and linguistic viewpoints. Recently it has been gaining ground while the mechanism involved, when and how it influences language use or what outcome it brings about, are not clear yet. By extensively reviewing the past research results, this paper attempts to characterize the significance of RWL at a certain stage of language development and how it supports language learning.
