PEOPLE’S DEMOCRATIC REPUBLIC OF ALGERIA

University of Djelfa

Faculty of Letters and Languages

Department of English

Teaching listening an overview of listening comprehension

processes factors that make listening difficult

Presented By :

Supervised By :
 Cherki Samira Prof.
Othmani Halim

Academic year : 2018/2019

 Dedication

To My Dear Mother

To My Dear Father

I
 Acknowledgment

I would like to express my genuine gratitude and sincere appreciation to

my respectful supervisor Prof. Othmani Halim for his practical guidance and

valuable advice.

I would like also express my warm hearted thanks to all my teachers at

the department of English in Djelfa University.

Finally, I would like to offer my profound appreciation to my classmates

and friends through this experience for making it less stressful and more

enjoyable and profitable.

II
Abstract

III
 Listening is one of the four skills specifically a receptive skill that a
student of a foreign language needs in his academic life,However during
listening activities teachers find that the students have difficulties with their
proper coprehension and interpretation , even the learners themselves do
not recognize the importance of developing listening activities and do not even
know how to develop it . The objectives of this research paper are to focus on
teaching listening, processes of listening and the factors that make listening
difficult.

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 Table of Contents
Dedication…… …………………………………………………………i
Acknowledgment ………………………………………………………ii
Abstract ....………………………………………………………….….iii
Table of Contents .....……………………………………………….…..iv

Chapter one: An overview of listening comprehension

1.1 Introduction........................................................................................3
1.2 An overview of listening comprehension............ ..............................3
1.3 Historical background........................................................................4
1.4 what is listening ? ..............................................................................5
1.5 The diffrence between listening and hearing .....................................5
1.6 The importance of listening comprehension .....................................6

Chapter two: processes of listening comprehension

2.1 Listening processes..........................................................................8
2.2 Bottom-up vs. top down processing.................................................9
2.2.1 Bottom up processing....................................................................9
2.2.2 Top down processing.....................................................................9
2.3 Teaching listening ..........................................................................10

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2.3.1 What is involved in listening comprehension?............................10
2.3.2 Principles of Teaching Listening .................................................10
2.3.3 Ideas and Activities for Teaching Listening.................................11
2.4 Stages in the listening task .............................................................11
2.4.1 The pre-listening stage.................................................................12
2.4.2The while-listening stage..............................................................12
2.4.3 The post-listening stage................................................................13
2.5 Types of listening............................................................................13
2.6 Types of listeners ............................................................................15

Chapter three:Factors that make listening difficult

3.1 Factors that make listening difficult .................................................18
3.1.1 Distracting noises ..... ....................................................................18
3.1.2 Interruptions....... ...........................................................................18
3.1.3 Eye contact.....................................................................................18
3.1.4 Vocabulary deficit..... .....................................................................19
3.1.5 Translation delay ............................................................................19
3.1.6 Fast speakers ................................................................................. 19
3.1.7 Brain fatigue ..................................................................................19
5.1 Mestakes to avoid while teaching listening.......................................20
6.1 Conclusion ........................................................................................22
7.1 References.........................................................................................24

VI
 General Introduction

Listening skill is one of the four basic language skills in English beside
reading, writing, and speaking. Listening ability is needed by the students and
should be learned earlier. Ii can be viewed as the activity of paying attention to
the speaker and trying to get meaning from something heard. The language
learners will be successful if they master the language they learn to the point of
using it in communication. Listening skills are important for learning since they
enable the students to get insight and get information, also to obtain success in
communicating with others , yet it is often considered as the most difficult skill.
The learner cannot get the listening achievement which is the most important
aspect of listening comprehension , this is the duty of the teachers to solve the
problem. They have to show the way how to comprehend listening so the
learners can understand the listening material given , and develop their listening
strategies by matching the suitable strategies to each listening situation ,because
having a good ability to listen can improve personal interaction and increase
language acquisition . The present study is intended to explain the difficulties in
listening comprehension and the strategies used by students in learning to listen.
Also, suggest some strategies that can be used by the teachers in order to enhance
their student’s comprehension.
 Chapter one

An overview of listening comprehension

1.1 Introduction

Listening is the language modality that is used most frequently. It has

been estimated that adults spend almost half of their communication time
listening, and students may receive as much as 90% of their in-school
information through listening to instructors and to one another. In spite of its
importance, teaching listening comprehension is considered as one of the most
neglected skill ; moreover, language learners do not recognize the level of
effort that goes into developing listening ability. Teaching listening for both
learning in general and second language learning, in particular, is important
because the ability to understand what others say is essential, however listening
is a complex activity and in order to be meaningful and effective it
encompasses a number of processes, hearing, filtering, comprehending,
remembering, and responding , but there are many factors that make the
listening process difficult such as distracting noises, interruptions, eye contact,
vocabulary deficit, translation delay, fast speakers, and brain fatigue. Listening
is one of the four skills specifically a receptive skill that a student of a foreign
language needs in his academic life, so it must be enhanced due to its
importance

1.2 An overview of listening comprehension

Listening is the most critical communication skill. Students are involved in

various listening situations 65 to 90 % of the time, but most students have little
or no listening instruction. Little listening instruction may be due to the lack of
preparation, time or materials .In addition, teachers may be uncertain whether
they are good listeners themselves , therefore, they hesitate to teach this skill
While the other three language skills receive direct instructional attention,
teachers frequently expect students to develop their listening capability by
osmosis and without help. The concern of this chapter deals with the historical

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bachground of listening ,what is listening , the diffrence between listening and
hearning ,and the importance of teaching listening comprehension.

1.3 History of Teaching Listening Comprehension

listening comprehension is important but also a difficult skill however it

has not received the research attention it deserves , listening was traditionally
considered to be a passive skill, unlike speaking or grammar . Even as recently
as the 1970s there were no textbooks devoted to teaching the listening skill
in a second language.One hundred and fifty years ago, it was thought that
speaking and writing in a second language were productive, or active skills,
while listening and reading were receptive, and thus passive. The first
language teaching methods that touched upon the importance of listening
comprehension is known as the Direct Approach in this approach listening
comprehension played a major role. However, the development of listening
comprehension was not actively taught; till the emergence of the Audiolingual
Approach , which became popular in the 1960s and 1970s, required the listener
to recognize and practice utterances and then create similar utterances patterned
after the ones they had heard in a dialogue ;In the 1980s and 1990s, the
Communicative Approach, in which the focus is on the use of authentic
language, places the learner in a real exchange of meaning; the learner must
process input and produce output such that each participant can understand the
other. Once again, we see that listening strategies are assumed but not actively
taught. Another approach which came into existance was Cognitive Approach,
Learners are said to have a built-in cognitive ability to interact with and
communicate in language that is both meaningful and comprehensible to them
and construct their own meaning. Making errors is seen as a positive learning
process through which learners construct the rules of the target language based
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upon input/output. They can experience the target language by conducting
searches, interacting with and manipulating their findings. In many cases,
students need not actually interact with other humans at all. The other school
within the Communicative Approach embraces Sociocognitive Approaches.

The Students need to interact with other humans in authentic language

situations so that they can have comprehensible input as well as practice in the
types of speech acts in real life outside the classroom. The 1990s showed a far
greater interest in this skill than had previously been realized. Today, it is a
widely accepted belief that all skills including listening comprehension, require
active negotiation and the Teachers of today recognize the need to actively
teach strategies for developing listening comprehension. The goal is to make
students able to listen for and identify main ideas as well as details, to develop
their critical listening and thinking skills, and to enable them to manipulate the
language and show that they comprehend and can use what they have heard.
1.4 The definition of listening

Listening is a vital component of the oral communication, or the interactive

process in which the individual takes the roles of speaker and listener through a
verbal and non verbal components. Listening is an essential part of the
communication process. Students spent the majority of each school day
listening ,and much of what students know is acquired through listening. It is a
daily used term without giving it much thought. Yet, listening is a vital
mental capacity one of the principal ways through which we understand and
take part in the world around us

1.5 The difference between "Hearing and Listening"

As a suitable starting point for dealing with the listening skill in foreign
language teaching is to consider the following question: How is “Hearing”
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different from listening? The two terms “hearing and listening are often used
interchangeably, but there is an important difference between them. Hearing
occurs when your ears pick up sound waves being transmitted by a speaker,
listening involves making sense out of what is being transmitted.

1.6 Importance of Listening

Listening is extremely important for the communication process. Many of

the problems we experience with people are primarily attributable to ineffective
listening or lack of listening. Good listening skills are the foundation of
effective human relations. Good listeners can be good negotiators and can
handle crisis situations successfully. A lot of one’s time is spent on listening.
One quarter of our waking time is spent in listening. Research shows that at the
workplace, on an average, personnel spend about 32.7 per cent of their time
listening, 25.8 per cent of their time speaking and 22.6 percent of their time
writing. Effective listening is one of the most crucial skills for becoming a
successful manager. Communication is not complete without effective
listening. An attentive listener stimulates better speaking by the speaker.A good
listener learns more than an indifferent listener.A good listener can restructure
vogue speaking in a way that produces clearer meaning. A good listener learns
to detect prejudices, assumptions and attitudes.

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 Chapter two

Processes of listening comprehension

2.1 Listening Process

For listening to be effective and meaningful, the process of listening should

involve the following steps.

a) Hearing

Hearing is the first essential step in the listening process and relates to the
sensory perception of sound, hearing needs to be done with attention and
concentration.

b) Filtering

The next step involves sensing and filtering of heard sounds. The heard
message is categorized as wanted or unwanted, useful or useless. The unwanted
message is discarded ;the filtering process is subjective and a person chooses to
retain what makes sense to him.

c) Comprehending

The next level of listening consists of comprehending . The listener

understands or interprets what the speaker has tried to convey. This activity can
be described as absorbing, grasping or assimilating. In order to grasp the
meaning of the message, the listener uses his knowledge, experience,
perception and cognitive power.

d) Remembering

Remembering relates to a process whereby the assimilated message is stored in

memory to facilitate future recall. Remembering assumes significance
because many times messages received are meant not for immediate
consideration but for future use.

e) Responding
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 For listening to be complete, a response is important. Responding to a
message may take place at the end of the communication, immediately after or
later.Responding may also take the form of prodding or prompting in order to
show that the message is being received and comprehended.

2.2 Bottom-up vs. top down processing

It is motioned before that in the listening comprehension process; listeners

need two types of knowledge. Both linguistic and non- linguistic knowledge
are involved; linguistic knowledge consists of "phonology, lexis, syntax and
discourse structure" and the non-linguistic knowledge covers all
comprehension features such as "topic, context, general knowledge about the
world and how it works" . Many researchers into teaching listening
comprehension have given insights into how learners go through this process as
well as how the two types of knowledge are applied in it. As a result , a
frequent distinction is made between two views;(top -down and bottom-up
processing) for the reason of understanding what our students are going
through as they learn to listen.

2.2.1 Bottom up processing

It is agreed that the language process has a definite order, it means from the
lowest level of detail to the highest level . The same view is applied in
listening, precisely in the Bottom –up processing ,to assume that in this process
the listener focuses and gives much importance to the smallest units of speech
than the individual words and after to phrases to combine them in order to
achieve understanding and build a hole With Bottom-up processing, students
start with the component parts words, grammar and the like .This process sees

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language comprehension to be a passage through consecutive stages; the out
put of one stage becomes the input of the coming next high stage .

2.2.2 Top-down processing

Many perspectives appear to indicate that the processing of different types

of knowledge does not occur in a fixed sequence and order. They come to reject
the first view saying that it is possible to understand the meaning of a word
without decoding its sounds .This is due to the interference of another type of
knowledge (non linguistic one ) including knowledge of the world around us
and this is the concern of Top-down processing To explain this process more
the listener tends to get the message' general view and absorb the overall
picture of the listening passage .This is helped if the listener has the ability to
have appropriate expectations of what is going to come across.As a conclusion
, to successfully realize the process of listening , it is better to suggest a
combination between the two processing "Bottom-up, top -down", and many
specialists argue that this interaction is the case almost immediately .

2.3 Teaching Listening

Listening is the most common communicative activity in daily life: "we can
expect to listen twice as much as we speak, four times more than we read, and
five times more than we write." (Morley, 1991 )Listening is also important for
obtaining comprehensible input that is necessary for language development.

2.3.1 What is involved in listening comprehension?

 speech perception (e.g., sound discrimination, recognize stress patterns,

intonation, pauses, etc.)

 word recognition (e.g., recognize the sound pattern as a word,

grammatical and semantic inforamtion about the word, etc.)

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 sentence processing (parsing; e.g., detect sentence constituents, building a
structure frame, etc.)

 construct the literal meaning of the sentence (select the relevant meaning in
case of ambiguous word)

 hold the inforamtion in short-term memory

 infer the implied meaning and intention (speech act)

 decide how to respond

2.3.2 Principles of Teaching Listening

 Listening should receive primary attention in the early stage

 Maximize the use of material that is relevant to students' real life.

 Maximize the use of authentic language.

 Vary the materials in terms of speakers' gender, age, dialect, accent, topic,
speed, noice level, genre.

 Always ask students to listen with a purpose and allow them to show their
comprehension in a task.

 Language material intended to be used for training listening comprehension

should never be presented visually first.

2.3.3 Ideas and Activities for Teaching Listening

 drawing a picture, figure, or design.

 locating routes of specific points on a map.

 selecting or identifying a picture of a person, place from description.

 performing hand or body movements as in songs and games.

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 listening and filling in blanks in a gapped story game listening and
completing a form or chart.

 listening and summarizing the gist of a short story, report, or talk.

 listening to a "how to" talk and writing an outline of the steps in a sequence
(e.g.,how to cook something, how to play a game).

 Repetition: Could you repeat the part about ...

 Paraphrase: Could you say that again? I don't understand what you mean
by...

 Clarification: Could you tell me what you mean by ...? Could you
explain...? Could you give us an example of ...?

 word games in which the answers must be derived from verbal clues

 number games and oral story arithmetic problems listening to songs,

stories, plays, poems, jokes, anecdotes, teacher.

2.4 Stages in the listening tasks

In order to help students and facilitate the improvement of their listening

abilities in classroom, it is helpful to divide a listening activity into three
distinct stages: the pre-listening, the while listening and the post listening.

2.4.1 The pre-listening stage

It is vitally important if we want our students to get as much as possible out

of listening. The choice of listening is the first thing. Teachers shouldn't inflict
15
on their students topics they believe will be of little or no interest.In this stage
called" introductory or preparatory", students are required to bring their
attitudes, previous knowledge about the topic they are going to tackle. They
should be given a reason to listen, a chance to discuss and predict what they are
going to hear since the teacher can not let his student do a listening blind of
information and without any point of reference .

2.4.2 The while listening stage

This phase refers to the time of listening in classroom. Most teachers use
tape recorders for their classroom listening practice. During performing the
listening activities, Students are denied all the physical and visual clues that
make face to face communication easier, and they are left with only
disembodied voice on what may be a technically poor piece of
equipment,sometimes video can cover these difficulties but still in other cases,
teachers when using tape recorders must be encouraged to offer visual clues to
help students (flashcards, white board…). While- listening, activities guide the
students to collect or catch the necessary information for an overall listening
comprehension, those activities ensure the active nature of the process as well
as involving the students to develop good listening habits, which consists in
getting the information and immediately performing something with it. Many
activities are suggested for teachers to use in this phase:

 Filling in gaps while listening to a conversation where students are given

the utterances of one part of the conversation and asked to complete the
missing one of the other.

 Depicting the irrelevant information from a listening passage.

 Sequencing, where students are asked to give the right order of events like
in a story for example.
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 Listening for specific information or item (information search).

2.4.3 The post listening stage

The feed back to a listening activity in general is important. It is good for

students to realise they have been doing something useful and interesting. For
that reason, post listening activities refer to all activities which can be practiced
after the second phase. Those listening activities are used as a springboard onto
other language skills such as reading, speaking and writing. Post listening
activities are considered to be a source of motivating. Students are given the
opportunity to get more information about the topic This phase of post
listening may include:

 Multiple choices or true false questions to be done by students to reflect

their comprehension of the passage.

 Summarizing the passage depending on student's notes which had been

taken during the while listening stage.

 Using debates, discussions, role plays…as means for practicing speaking as

well as writing messages and letters to practice the writing skill.

2.5 Types of listening

a) Extensive listening

It occurs in a situation where the teacher encourages students to choose for

themselves what they listen to, using their own materials for the purpose of
pleasure and language improvement .Extensive listening materials differ, they
can be found from different resources such as recordings of stories, passages
taken from books, television, radio…. All the mentioned sources tend to treat
spontaneous conversations, dialogues, interviews… ect From what is clearly
stated before , taped authentic materials can be considered as a good tool for
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learners when dealing with extensive listening . For the reason of encouraging
this type of listening, students can be asked to perform a list of tasks such as:

 To record their responses to what they have heard.

 To assess the level of difficulty.

 To summarize the content of the used material such us a tape.

All these tasks aim To give students more and more reasons to listen, if they
can share their information with colleagues, they will feel they have
contributed to the progress of thewhole group.

a) Intensive listening

The other type of listening is the intensive one. It is practiced in every day
situations the ability to listen intensively is considered to be an essential part of
listening proficiency. the process of listening refers to precise sounds words,
phrases, grammatical units and pragmatic units it gives students the opportunity
to listen to a variety of voices with different accents, different topics with
different genres, as well as it provides the learner with a significant source of
language input.As far as intensive listening invites the learners to meet
different characters specially when real people are talking in real life situations,
interact with speakers, interrupt them and why not asking for clarification this
is what is named " live listening". "Live listening" is among the good ways to
carry out intensive listening. Consequently, intensive and extensive listening
are two important ways to ensure the realization of listening in general and they
have to be used appropriately.

b) Appreciative listening

Listening for pleasure or enjoyment, as when we listen to music, to a

comedy, or to an entertaining speech
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c) Empathetic listening

Listening empathetically means that the listeners is seeking to understand

beliefs, emotions of other people in order to get them to expose these deep
parts of themselves to us

d) Comprehensive listening

This type of listening which is the comprehensive one; seeking to

comprehend,Comprehensive listening is devoted for understanding the message
of a speaker, as when we attend a classroom lecture.

e) Critical listening

The ability to listen critically is essential everywhere, Critical listening in

classroom aims at:

 Separate facts from opinions and help students to prevent opinions from
influencing their understanding of the facts.

 Test ideas for effectiveness and appropriateness and help students to test
ideas they learn.

 Recognize the speaker's reasoning and help students to understand the

speaker's logic or lack of logic.

2.6 Types of listeners

The listener differs from the speaker in terms of choice; it means that
speakers have the opportunity to choose the language they speak or use, and
they succeed in achieving a real communication through suitable strategies as
using paraphrase or simplifying their messages. The listener however can’t
have any control over the language being listened to, so he has to be able to
construct meaning from any language directed at him

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a) Competent listener

As the first type of listeners, he is considered to have a high listening

ability. The listener in this category is capable of:

 Understanding all the types of speech .

 In case speech is unintelligible, the listener can seek clarification easily, he

is able to depict whether his knowledge in a certain communication
situations is enough to teach an acceptable level of understanding or not, as
well as being able to note where the speaker is ambiguous and vague.

 It is noted that competent listener is elected to perform well concerning any

task demanding oral comprehension .

b) Listener of modest ability

The listener is described to be able to understand the majority of speech

styles, some abstract, oral concepts but with need to some kinds of repetitions
and explanations.

- The listener can react to the different contexts and social situations in the
target culture but often not appropriately.

c) Listener of limited ability

The listener in this last type can understand only limited styles of speech. He
is unable to comprehend ambigious concepts presented in the target language

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without being exposed to non linguistic components. He always requires
re-explanation, repetition and clarifications.

 He fails to attempt clarifications when speech is unintelligible, unable to

discover where the difficulty lies and he is confused about its source.

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Chapter three

Factors that make listening difficult

3.1 Factors that make listening difficult

Communication and language acquisition heavily depend on listening

skills. Just think With poor listening ability, you can not participate or continue
a conversation . Of the four basic English language skills, reading, writing,
speaking and listening, the most difficult to acquire is listening comprehension.
It is also the one skill which cannot be "taught".There are many factors that
make listening difficult when learning a new language such as distracting
noises, interruptions, eye contact, vocabulary deficit, translation delay, fast
speakers, and brain fatigue.

3.1.1 Distracting noises

Sounds in your environment can make it difficult to focus on the speaker. In

a home setting, it could be the sound of children playing, a TV in the
background or the sound of someone washing dishes. Outside, you might be
distracted by passing traffic, people talking, or wind blowing through trees. In
any case, distracting noises can make listening difficult.

3.1.2 Interruptions

Interruptions seem to be an unavoidable part of daily conversation and can

make listening difficult, especially when you are learning a new language.
Whether it is the phone, the children, business colleagues, or an untimely
knock on the door, interruptions make conversation difficult.

3.1.3 Eye contact

It is easier to listen when you have good eye contact with your speaker.
However, in everyday situations, people often talk while they are doing other
activities. In a business setting, associates talk while looking at their computer,
workmen may discuss the day's labor or topics of interest while they focus on

24
their tasks. Talking on the phone can be especially difficult because you have
no eye contact or facial clues.

3.1.4 Vocabulary deficit

Listening in a new language can be difficult when you encounter unfamiliar

words. A beginning learner may be overwhelmed when listening and might try
to translate each word, which causes him to stop listening to the rest of the
sentence.

3.1.5 Translation delay

Listening in a new language can be difficult when you encounter words that
you don't quite remember. A more experienced learner may stumble over one or
two new words and turn them over in her mind only to realize that the
conversation has gone on without her.

3.1.6 Fast speakers and mumblers

In the classroom, the teacher usually models new words and phrases slowly
and clearly; in real life, people talk much faster, mumble, drop sounds, or roll
words together. For the novice language learner, it can be difficult to listen
when people don't speak slowly and clearly.

3.1.7 Brain fatigue

Learning a new language takes mental energy. After listening intently to new
words and sounds, your brain may reach an exhaustion point. Being tired from
the mental exercise, it becomes easy to stop listening to the conversation. This
is brain fatigue.

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5.1 Mistakes to avoid when preparing and teaching listening lessons

1) You did not set rules

You need to give your students a brief overview of what you are going to
do during your lesson,

and what type of behavior you expect from them in each one of the stages
of the listening lesson.

2) You chose the wrong listening passage

Finding the right track for your lesson might be a difficult task but you
must try to choose a passage that meets your expectations. You need to take
into account some of these important considerations such as the accent of the
speakers, numbers of speakers, cultural factors, entertainment factors

3) You did not include pre-Listening tasks

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 Sometimes teachers go to the classroom and they don’t spend some time
preparing students for what they are going to listen to, not doing that decreases
their motivation to listen and doesn’t get them ready for the task ahead, there
are several pre-listening tasks that you can do in the classroom,

4) You didn not check your equipment

Sometimes you go to the classroom, you tell your students that today they
are going to do some listening , you start with your warm-up and pre-listening
tasks and when you play the track, the sound is too low and students can barely
listen to it so you have to figure out what to do to fix the problem and you lose
momentum.

5) You did not set clear expectations

Remember that students don’t need to understand every word of the

listening passage, sometimes they have to listen for specific details and
sometimes they have to understand the general meaning of a passage. I know
you know but you also have to remind that to your students.

6) You did not teach students any techniques

When students haven’t taken part in listening lessons before, they might
have some problems to accomplish tasks successfully despite their good
listening skills, for example, in gap-fil tasks, they try to write the missing
words fully and they don’t continue listening to the rest of it.

7) Do not forget to include engaging while-listening task

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 There is a wide range of while-listening activities and choosing one of them
highly depends on the type of listening that you bring to your classroom.

8) You did not make the most out of your listening lesson

It is recommended that you play the track at least twice, also you can try to
prepare more than one while-listening task so students have more reasons to
listen to the passage.

9) You did not include post-listening activities

Remember that a listening lesson doesn’t end when the while listening
activities are over, you have to other skills such as speaking and writing. I
covered some of the Most Important Types of Post- Listening Tasks post.

10) You did not evolve

Take into account that you need to make an effort choosing your listening
sources and the type of tasks that you include with them, don’t overuse one
type of listening material or any of the activities in each one of the stages of the
listening lesson.

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6.1 Conclusion

We have set out an overall presentation of some theoretical and practical

aspects of teaching listening comprehension. Throughout the topic covering,
we tried to show that listening is an active process and a very important skill to
master in foreign or second language classroom in order to gain a valuable
language input, but still it seems so difficult for students to deal with. So, we
tended to tackle this topic by giving it so much care about the various features
that effect listeners' listening ability as well as their level of comprehension. We
aimed to clarify that the needs, levels and interest of the students will determine
the kind of listening tasks that teachers use, it should be always realistic and
authentic to provide the learner with more autonomy in his listening. Listening
materials ' preparation is vital and students should be encouraged to respond to
the content of the listening, not just the language. Different listening stages (pre-
while -post listening) demand different listening tasks. The good teacher exploits
all these factors to realize a successful listening and guide his learners towards a
real productive phase.

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 General conclusion

Listening comprehension has been neglected in research and practice

until quite recently. It is true that listening is vital in language learning , it
provides input for the learner. Without understanding inputs, students cannot
learn anything. However, the process of listening comprehension is highly
complex we must comprehend the text as we listen to it, retain the information
in memory, integrate it with what follows, and continually adjust our
understanding of what we hear in the light of prior knowledge and incoming
information. Thus, it can be reasonably concluded that students are probably
engaged in listening before they are able to speak and write in the target
language, which means that second language instruction at a beginning level
should focus on developing learners’ listening comprehension ability.
Furthermore, the failure of the listening comprehension of the target language
is an impetus, not merely an obstacle. The recognition of the importance of
listening comprehension has resulted in an increased number of listening
activities in students’ textbooks and even in comprehension-based methodology
texts designed specifically for teaching listening. Several studies have found
that through the use of effective pre-listening activities, instructors can increase

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students’ understanding of the listening passages, which in turn develops their
listening proficiency and contributes to their mastery of the target language.

7.1 Referencecs

 (n.d.). Importance of Teaching Listening Skills. Retrieved from

https://www.ukessays.com/essays/english-language/history-of-teaching-listenin
g-comprehension-english-language-essay.php

 (n.d.).chapterII.pdf.Retrievedfromhttps://www.weavatools.com/apis/pd
fstorage/-LX4-tyAabgjSPmqAVBJ

 (n.d.). Process of Listening | Management Study HQ. Retrieved from

https://www.managementstudyhq.com/listening-process.html

 (n.d.). teaching listening comprehension. Retrieved from

http://www.auburn.edu/~nunnath/engl6240/tlisten.html

 (n.d.). Factors That Make Listening Difficult When Learning a

NewLanguage.Retrievedfromhttps://ezinearticles.com/?Factors-That-Make-Lis
tening-Difficult-When-Learning-a-New-Language
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